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m 


Korni  I.  ff^»(-7,'23 


THE 


MASTERY  OF   BOOKS 


HINTS  ON 

READING  AND  THE  USE  OF  LIBRARIES 


BY 

HARRY  LYMAN  KOOPMAN,  A.M. 

LIBRARIAN    OF    BROWN    UNIVERSITY 


/2-735 


NEW  YORK  ■:•  CINCINNATI  •:•  CHICAGO 

AMERICAN     BOOK     COMPANY 
MAR   1904 


Copyright,  1896,  by 
American  Book  Company. 


KOOP.    MAST.    OF    BOOKS. 
W.    p.    2 


% 

1003 

K83 


TABLE    OF   CONTENTS. 


PAGE. 

5 


9 


Introduction 

Why  and  How  Much  to  read 

What  to  read 22 

How  to  read 37 

Reference   Books  and  Catalogues   48 

Periodicals 63 

Memory  and  Xote-taklxg 78 

Language  Study     94 

The  Place  of  the  Library  in   Education 11 1 

Readlng  Courses 128 

Classified  List  ok  Books 142 

Books  on  the  Subject  of  Reading 197 

LvDEX 205 


INTRODUCTION. 


When  Richard  Wade,  the  hero  of  Winthrop's  deUghtful 
story,  "  Love  and  Skates,"  went  up  to  Dunderbunk  to 
take  charge  of  the  cHsaffected  iron  works,  his  first  act  was 
to  summon  the  workmen  before  him.  At  the  tap  of  the 
bell  the  grimy  host  assembled.  "  They  inspected  him, 
and  he  them  as  coolly.  .  .  .  The  Hands  faced  the  Head. 
It  was  a  question  whether  the  two  hundred  or  the  one 
would  be  master  in  Dunderbunk.  Which  was  boss  ?  An 
old  question.  It  has  to  be  settled  whenever  a  ^1,^  struggle 
new  man  claims  power,  and  there  is  always  a  f°''  mastery, 
struggle  until  it  is  fought  out  by  main  force  of  brain  or 
muscle." 

Something  like  this  happens  whenever  an  eager  student 
enters  a  large  library  for  the  first  time.  Which  will 
prove  the  ma.ster .'     Will  it  be  the  boy,  with  his 

^  The  student 

undeveloped  and  untrained  mind,  his  ignorance  and  the 
of  his  own  strength  and  weakness,  and  his  en-  '■^''^o'- 
tire  unconsciousness  of  the  tremendous  forces  locked  up 
in  the  quiet  rows  of  volumes  about  him  }  Is  it  not  certain 
that  the  books,  with  the  terrible  odds  in  their  favor,  will 
prove  an  overmatch  for  the  raw  student,  and  leave  him 
for  evermore  an  intellectual  parasite  or  slave  .•*  Rooks 
not  merely  represent,  they  actually  present,  the  living 
force  of  the  master  spirits  of  the  world.  Yet  the  stu- 
dent's road  to  victory,  is,  after  all,  a  plain  one.      He  has 

5 


6  INTRODUCTION. 

but  to  remember  that  these  serried  ranks  of  learning  have 
over  ;uul  again  loiuul  their  conqueror  ;  that  this  very 
conquest  is  liis  t)\vn  hi<;h  calHnj;-.  Let  liim  fearlessly  con- 
front their  marshaled  cohinms,  (.ahiih-  estimate  their 
power  and  his  own,  ami  offer  battle  on  his  xantage  ground 
instead  of  theirs,  and.  without  a  blow,  the  whole  frown- 
ing host  will   surrentler  at   discretion. 

In  the  clioiee  ot    weapons   and   vantage  ground   in  this 

Battle   of  the   Books,   it    is   the  attempt   of   the   following 

pages  to  assist   the  student.      The  reader  will 

Advice  it  •  i  i  ,   .  , 

adapted  to  "^  disappouited,  who  may  take  up  tins  volume 
individual  expecting  to  find  certain  books  and  certain 
capacities  ,-j-h.(;1-jq(^|s  pointed  out,  with  the  injunction, 
"  Read  these,  follow  those."  It  is  rather  the  aim  of  the 
work  to  take  counsel  with  the  student  in  regard  to  his 
purposes  in  reading  ;  to  consider  with  him  his  capacities 
and  opportunities  ;  to  aid  him  in  turning  to  such  classes 
of  books  as  will  further  the  attainment  of  his  aims ; 
and  also,  by  the  suggestion  of  various  methods,  to  lead 
him  to  the  study  of  his  own  qualities  of  mind  and  char- 
acter, to  the  end  that  he  may  choose  the  material  and 
manner  of  reading  most    profitable  for  himself. 

For  it  cannot  be  too  strongly  emphasized  that  merely 
to  read  is  not  enough.  As  Bacon  so  long  ago  pointed 
Reading  o'-'t,  "  Studics  tcach  not  their  own  use  ;  but  that 
an  art.  jg  a  wisdom  without  them  and  above  them,  won 
by  observation."  To  read  with  purpose,  method,  and 
judgment,  developing  one's  own  experience  in  the  light  of 
counsel,  is  therefore  the  key  to  the  mastery  of  books. 
"  To  read  and  write  comes  by  nature,"  said  the  sapient 
Dogberry.  The  student  learns  early  in  his  career  that 
this  assertion  is  as  false  when  applied  to  composition,  as 


INTRODUCTION.  7 

in  regard  to  the  more  primary  attainment  of  penmanship. 
But  it  is  not  so  soon  recognized  that  the  mastery  of  the 
alphabet  does  not  constitute  one  a  master  of  books  and 
their  contents. 

Pains  are  therefore  taken  to  provide  the  student  at  the 
outset  with  a  knowledge,  often  lacking  in  older  readers, 
of  the  simplest  tools  of   his   trade  —  reference 

Summary  of 

books  and  catalogues.  An  entire  chapter  is  chapters  in 
given  to  the  discussion  of  the  nature  and  value  ^^^  ''°°''- 
of  that  form  of  printed  matter  which  makes  up  the  bulk 
of  the  reading  of  the  modern  world  —  periodical  litera- 
ture. The  preservation  of  the  results  of  reading,  whether 
in  the  memory  or  in  written  form,  is  considered  at  length, 
with  the  twofold  purpose  of  guide  and  warning,  and  with 
reference  to  both  teaching  and  study.  With  the  object 
of  prompting  the  student  to  prepare  himself  betimes  for 
the  wider  reading  demanded  in  scholarly  research,  a 
chapter  is  devoted  to  the  study  of  languages,  its  impor- 
tance, and  its  most  practical  methods.  As  an  attempt 
to  broaden  the  student's  view  of  the  importance  of  read- 
ing, a  chapter  has  been  included  on  the  place  of  the 
library  in  educational  work,  presenting  at  the  same  time 
a  history  of  the  development  of  the  modern  library  idea. 
Courses  of  reading  are  considered,  and  a  substitute  for 
the  older  methods  is  suggested,  the  adoption  of  which, 
it  is  believed,  will  put  the  student  into  a  more  vital  rela- 
tion to  books  than  was  possible  under  the  stiff  and  im- 
personal system  of  reading  courses.  In  connection  with 
this  new  plan  for  the  guidance  of  readers,  there  is  given 
a  classified  list  of  about  fifteen  hundred  works.  Follow- 
ing this  is  an  annotated  selection  of  titles  bearing  on 
the   subject   of   books   and   reading,  as  a  guide  for  such 


8  /WA'O/H'C  /70X. 

leailors  as  nia\'   be   led    lo    seek   a(l\aiilai;c   or   cnjoyincnt 
in    pursuini;"   llio   inalli.'i"    luitlu'r   atieKl. 

As  the  wiiicr's  purpose  in  llie  l'ollo\vin>;-  pai;"cs  has  been 
wlioll)-  praetic-al,  he  has  leU  ohh^ed,  in  the  main,  to  foi-e<;() 
an_\'  attempt  at  hterar\'  ihustratioii  and  allusion,  whieh 
form  so  ileiiglutul  a  Icaturc  of  nian\-  woiks  on  tlic  subject 
ot  leailinj;".  J"\)r  the  same  reason,  and  also  because  the 
itleas  he  has  ]Mit  forth  are  oii<;inal,  to  the  extent  of  being 
the  liaiits  ol  his  own  experiencL-,  the  writer  has  not  felt 
cailetl  upon  to  eiuannhei-  his  pages  with  references  to  the 
treatment  of  tlie  same  topics  by  other  authors.  It  lias 
generall}-  seemed  sufficient  to  let  the  list  of  authorities 
cited  stand  as  a  guide  for  any  who  may  care  to  inquire 
how  far  his  words  are  a  repetition  or  dilution  of  the  counsel 
of  his  elders  and  betters. 


THE    MASTERY    OF    BOOKS. 


CHAPTER    I. 

W7/F  AA'D   HOW  MUCH   TO  READ. 

What  should  be  the  mark  uf  an   eckicated  man  ?      In-_ 
disputably,   clearness  of  mental   visi(jn,  the  power   to  see 
things  as  they  are.      The  people    expect  this,    -j-he  mark 
and  from  their  educated  men  they  have  a  right    of  an  edu- 
to  expect  the  vision  that  shall  save  them  from    '^^  ^    ^^^' 
perishing.      It  matters  not  whether  we  find  the  source  of 
the  world's  evil  in  the  heart  or  in   the  head  ;  whether  we 
believe  with   Socrates  and   Spinoza  that   men  will  do  the 
right  if  they  only  know  it,   or  agree  with   Schopenhauer 
and  the  Orientals  that  men's  desires  must  first  be  changed  : 
in  either  case  a  great  factor  of  the  world's  misery  must  be 
admitted  to  be  ignorance.     All  experience  shows  that  the 
conditions  of    knowledge  and    morality   react    upon    each 
other.     Great  intellectual  advances  accrue  to  the  benefit 
of  real  morality  ;  while  a  moral  stimulus,  in  society  or  the 
individual,  is  felt  also  in  a  quickening  of  the  intellectual 
life.     The  heart,  however,  is  a  readier  responding  instru- 
ment than  the  head.     A  man's  desires  may  be  converted 
to  righteousness  in  a  moment  ;  while  a  long  lifetime  may 
leave  him  still  a  beginner  in  the  school  of  right  conduct. 

Now,  we  cannot  avoid  the  question  why  the  world  so 

9 


lO  THE   MASTJiKV   OF  BOOKS. 

often  looks  in  vain  to  its  cducatcil  men  for  (guidance. 
False  Thoro  Can  be  but  one  answer  :  that  lliey  arc 
education,  j-^^j-  ,-eally  cduealed.  They  ha\e  not  the  eye 
traineil  to  see  things  as  they  are.  I'wo  generations  aj^o 
the  education  of  most  American  students  was  about 
equally  fit  or  unfit  for  tlie  nineteenth  century  or  for  the 
ninth,  for  an  American  or  for  a  South  Sea  islander. 
Since  that  time  etlucation  has  been  brought  increasingly 
into  relation  to  life  ;  but  when  we  seek  the  cause  of  the 
educational  absurdities  that  have  been  abolished,  as  well 
as  of  those  that  still  remain,  the  answer  is  easy  to  give  in 
the  one   word —  superstition. 

Men    sometimes   sjieak    as   if    superstition    were  found 
only  in  religion  ;  but  this  is  by  no  means  true.      Supersti- 
tion is  simply  overrating,  seeing  things  as  other 

Superstition.  ... 

than  the)-  arc.  It  is  the  mward  idea  whose 
outward  embodiment  is  sham.  No  department  of  life 
is  free  from  it.  Science,  literature,  criticism,  politics, 
fashion,  even  morals,  have  each  its  own  peculiar  supersti- 
tions. An  excellent  example  of  superstition  in  the  field 
of  conduct  is  afforded  by  the  maxim  that  a  man  can 
become  what  he  desires  to  become.  Every  schoolboy 
knows  that  the  path  of  history  is  lined  with  disappointed 
ambitions  ;  nevertheless,  the  world  goes  on  repeating  the 
proverb,  in  this  as  in  so  many  other  directions,  appar- 
ently incapable  of  seeing  things  as  they  are. 

But,  if  everybody  saw  things  in  their  true  character, 
some  one   may  protest,  life    would  be  robbed  of  its    po- 

Poetry  etry ;  we  should  have  a  world  built  after  the 
versus  truth.  Qradgriud  pattern.  By  no  means.  It  is  the 
grossest  misconception  to  regard  poetry  as  resting  on 
falsehood.      Poetry  is  rather  the  highest,  because  the  most 


WHY  AXD   HOW  MUCH    TO   READ.  II 

completely  rounded,  truth  ;  while  the  materialism  of  the 
Gradgrinds  is  true  from  only  one  point  of  view,  and  that 
the  lowest.  We  need  not  fear  to  "  covet  truth,"  for  it 
never  will  transform  beauty  into  "  unripe  childhood's 
cheat." 

So  far  as  the  power  to  see  things  as  they  are  is  suscep- 
tible of  personal  training,  apart  from  direct  teaching  and 
general  human  intercourse,  it  may  be  derived     Training 
from    three    sources    of    experience,  —  observa-    of  mental 
tion,  thought,  and  reading,  —  each  of  which  is 
indispensable  to  its  highest  development.     Take  out  ob- 
servation, leaving  only  reading  and  thought,  and  the  man_ 
becomes  a  mere  bookworm  or  recluse.     Take  out  thought, 
and  the  fullest  observation  and  reading  will  produce  only 
an  intellectual  busybody  —  a  parrot.    Take  out  reading,  and 
the  observation  possible  to  one  man,  with  the  thought  it 
will  awaken,  may  result   in   shrewdness,  even   profundity, 
but    they   can    give    little    breadth.      It    is    not     importance 
denied  that  reading  is  to  a  great  e.xtent  a  sec-     °^  reading, 
ondary  source  of  experience,  and  should  receive  constant 
verification  or  correction  ;  yet  there  is  a  sense  in  which 
reading  is  more  important  than  either  thought  or  observa- 
tion,  for  il   combines   much   of   their   respective   services. 
It   extends   observation    indefinitely,    while   it    stimulates, 
nourishes,  and  corrects  thought.     Through  reading  knowl- 
edge is  made  cumulative,  so  that  one  generation  may  stand 
on  the  shoulders  of  the  preceding.     It  is  not  its  intellect 
that  renders  the  modern  world  superior  to  antiquity,  but 
its  intellect  plus  the  heritage  of   two  thousand  years  of 
thought  and  discovery  transmitted  to  it  through  books. 

But  reading  too  has  its  superstitions.     One  is  the  failure 
to  distinguish  between  reading,  which  is  of  the  mind,  and 


12  THE   MASJ'LKY   OF  l^OOK.S. 

the  action  oi  the  c\  c,  ils  insininu'iit.  To  liavc  scanned 
Superstitions  w  ith  a|>|iai\-nl  atU'iilidn  a  L;i\L'n  nuiiihcr  i)f  pages 
of  reading,  i^^-jy  nicaii  noihiiii;-  at  all  ill  ros|ioc't  to  intel- 
locliKil  i;ain.  Real  icadiui;'  imoKcs  iinl  nicrcly  "the 
tixcil  (."\c.  the  porinu;  oxer  a  hook,"  hut  also  "the  fixed 
thought.  "  i\gain.  what  is  piinlcil  we  arc  apt  to  tliiid< 
moie    inipoitant    and    more    authoritali\e    than 

Speech,  i 

writing,  and  what  is  merely  written  or  spoken  ;  and  in  gen- 
^""''  eral,  so  far  as  the  three  foians  of  uticrance  may 
represent  \ar\ing  drgrees  of  eaix'fulness  and  rellection, 
print  is  undouhtedh'  to  he  i)refen"ed  to  writing,  and  writ- 
ing to  speech.  Hut  the  difference,  until  ])roved,  is  only  a 
presumption,  which  may  he  challengetl  in  every  instance. 
For  writing  is  t)nly  recorded  speech,  and  print  multipHed 
writing.  Neither  process  confers  any  authority  upon  the 
thought  transmitted.  A  newspajier  rejiort  is  not  made 
more  trustwn)rth\-  for  cii'culation  in  a  million  copies  ;  while 
the  talk  of  Dr.  Johnson  would  still  ha\e  embodied  the  wit 
and  wisdom  of  his  age  if  no  Hoswell  had  ])een  at  hand  to 
preserve  it  in  printed  form.  Two  furthei'  superstitions 
New  and  widcly  prevalent  among  readers  are,  that  only 
old  books.  qI^i  books  arc  good,  and  only  new  books  inter- 
esting. It  is  true  that  the  standard  character  of  a  great 
book  is  not  always  recognized  at  once  ;  while  their  very 
modernness  lends  to  some  new  books  an  interest  that 
is  their  only  attraction  ;  but  the  reader  who  knows  his 
own  advantage  will  be  wise  enough  to  judge  every  book 
upon  its  merits,  and  not  upon  the  accident  of  its  date  of 
publication.  Periodical  literature  is,  probably  more  than 
any  other  cause,  responsible  for  the  existence  of  these 
two  misleading  notions.  But,  taken  at  its  true  value, 
and  used   as   it   should   be,    reading   remains   one    of    the 


WHY  AXD   HOW  MUCH   TO  READ.  1 3 

greatest,  perhaps  the  greatest,  means  of  attaining  to  that 
clearness  of  mental  vision  which  should  characterize  the 
educated  man. 

There  exist,  however,  other  reasons  for  reading,  distinct 
from  the  foregoing,  though  all  cooperative  to  the  same 
end.      The  first  is  reading  for  general   culture.      „     ,. 

0  o  Reading 

Of  all  our  duties  this  is  one  of  the  most  pleas-  for  general 
urable.  It  is  by  no  means  mere  pastime,  for  '^"'t"''^- 
we  may  make  the  most  serious  work  of  it ;  yet  there  is 
probably  no  other  use  of  books  that,  to  the  active  mind, 
is  so  free  from  drudgery,  or  brings  such  ccnstant  enjoy- 
ment. It  is  seldom  realized  by  the  young,  however,  that 
to  most  persons  the  opportunity  of  reading  for  general 
culture  ends  with  the  period  of  youth.  A  distinguished 
teacher  of  English  is  reported  as  saying  that  nobody  reads 
after  the  age  of  twenty  ;  and  it  was  the  confession  of 
Dr.  Johnson,  one  of  the  greatest  literary  figures  of  the 
last  century,  that  most  of  his  learning  had  been  acquired 
between  the  ages  of  twelve  and  eighteen.  That  these 
statements  are  far  from  mere  rhetorical  exaggerations,  a 
little  inquiry  will  convince  any  student.  By  culture,  how- 
ever, should  be  understood  something  more  than  the  at- 
tainment of  the  merely  well-informed  man,  though  that  is 
by  no  means  to  be  despised.  Culture  .should  mean  rather 
such  a  training  of  the  taste  and  the  .sympathies  as  shall 
enable  one  to  appreciate  the  noblest  that  man  has  ex- 
pressed in  literature  and  art  during  the  long  experience 
of  the  race.  Such  a  culture  is  the  best  fortification  that 
any  young  man  can  throw  around  his  higher  nature  ;  but, 
unless  the  foundations  of  this  culture  are  laid  as  early 
as  the  period  of  college  life,  they  are  not  likely  to  be  laid 
at  all. 


14  The  mastery  of  books. 

Perhaps  the  purpose  most  frequently  associated  with 
reading  is  special  information,  and  ihorcfore  its  nature  and 
Reading  for  importance  need  not  licrc  be  enlarged  upon, 
information.  \  jj^^g  definite,  bill  no  less  valuable,  acquire- 
ment through  books  is  general  information,  that  bird's- 
eye  view  of  the  whole  field  of  knowledge  that  saves  a 
man  from  being  anywhere  entirely  a  stranger.  The  indi- 
rect results  of  such  intellectual  breadth  are  far-reaching. 
In  the  march  of  civilization  it  is  the  reading  nations  that 
move  in  the  front  rank.^ 

Another  legitimate  purpose  in  reading  is  to  fit  one's  self 
for  intelligent  conversation.  There  are  certainly  worse 
Reading  for  ways  of  Spending  one's  time,  though  it  is  per- 
conversation.  j-j^pg  vviscr  to  scck  this  objcct  indirectly.  The 
German  name  for  cyclopedia,  Conversations-Lexikon,  indi- 
cates the  original  design  of  these  compendiums  of  infor- 
mation.    Our    age    is    intolerant    of   "  great    conversers," 

1  Some  would  add,  also,  the  reading  classes  of  the  reading  nations.  An 
American  journalist  has  recently  remarked :  — 

"  All  our  business  people  have  necessarily  become  schemers  and  promoters,  no  matter 
how  petty  their  business  is.  They  wear  their  brains  out  trying  to  find  new  ways  of  putting 
up  jobs  on  their  competitors,  new  ways  of  startling  people  with  advertisements,  new  ways  of 
making  people  think  old  goods  are  new.  They  arc  always  tired,  and  seldom  have  time  for 
any  serious  thought  outside  of  their  business.  If  they  read  at  all,  they  want  to  be  either 
tickled  or  excited.  They  are  often  taken  to  be  the  majority  of  the  people  of  the  country,  but 
in  fact  they  are  not.  The  workingmen,  the  mechanical  character  of  whose  toil  leaves  their 
brains  less  wearied,  are  doing  the  solid  reading  nowadays.  They,  as  the  public  librarians 
testify,  are  the  men  who  take  out  of  the  libraries  history,  socir  logical  literature,  and  tendency 
fiction.  In  argument  on  any  sociological  or  economic  question  they  are  already  more  than 
a  match  for  their  jaded  and  non-reading  employers.  If  knowledge  is  really  power,  the  reaa- 
ing  and  thinking  workingman  is  presently  going  to  get  the  upper  hand.  —The  Listener," 
Boston   Transcript,  Feb.  9,  1895. 

Camille  Flammarion  expresses  another  side  of  the  same  thought  when  he 
says,  in  "  Urania  "  :  — 

"Those  on  whom  fortune  frowns  are  the  persons  v.ho  think  most;  these  are  eager  for 
knowledge,  while  the  contented  ones  of  the  century  do  not  suspect  their  own  ignorance,  and 
are  almost  proud  of  staying  in  it." 


Pf^//y  AND   HOW  MUCH   TO   READ.  1 5 

who,  as  Professor  Mathews's  dehghtful  essay  reveals,  are 
apt  to  be  mere  monopoHsts  of  conversation.  But  conver- 
sation, Hke  letter-writing,  is  still  an  art,  though  the  taste 
of  our  age  has  reduced  its  earlier  proportions. 

A  form  of  reading  which  closely  concerns  the  student 
is  reading  for  production.  This  may  be  done  dishonestly, 
as  when  a  poetaster,  pencil  in  hand,  gathers  the  Reading  for 
material  for  his  verse  out  of  the  volumes  of  the  production. 
British  poets  ;  or  honestly,  as  when  a  student  seeks  from 
books  the  information  necessary  to  prepare  himself  for 
an  article  or  debate.  There  is  also  an  indirect  mode  of 
reading  for  production,  which  seeks  its  end  through  in- 
spiration or  stimulus  to  thought.  Many  a  young  writer 
has  found  a  few  pages  of  Bacon  or  De  Ouincey,  Emerson 
or  Lowell,   an  effective  loosener  of  "  hard-bound  brains." 

A  further  purpose  in  reading  is  that   of  inspiration  to 
reading  itself.     Just  as  some  writers,  like  Wordsworth  and 
Thoreau,   make   us   eager   to   throw  our  books    inspiration 
aside  and   escape  into  the  freedom  of  nature  ;    *°  reading, 
so   other   writers,    such   as   Macaulay  and  Whipple,   prick 
us  on  to  the  pursuit  of  knowledge  from  books. 

But  perhaps  the  most  important  of  all  uses  to  which 
reading  may  be  applied,  is  that  of  an  incentive  to  noble 
living,  or,  more  subtly,  though  not  less  power-  character 
fully,  as  a  pervasive  influence  in  the  elevation  building. 
of  character.  In  most  books,  indeed,  the  moral  effect 
must  be  reckoned  with.  Th(nigh  our  purpose  in  reading 
be  purely  intellectual,  the  heart  as  well  as  the  head  will 
insist  upon  its  tribute.  The  two  influences  may  be  in 
harmony,  as  when  the  reader  of  W^illiam  Blaikie's  "  How 
to  Get  Strong  "  finds  himself  not  more  fully  equipped 
with    directions    for   health   culture  than    inspired   to    put 


l6  TIIK    MASTKNV   OF  /,'()(>A\S'. 

thoni  into  ])ractico.  But  occasionally  the  results  to  head 
ami  heart  are  saill\'  iu  contlict.  Dickens's  merry  drinking' 
scones,  which  arc  cntircl\-  in  place  when  judged  intellec- 
tualh.  lia\e  sonielinics,  lo  undcxclopcd  leaders,  assumed 
the  character  of  incilcnienls  to  diunkcnness.  How  many 
soldiers  ha\e  heen  alluicd  into  tlicir  choice  of  a  profes- 
sion throuj;h  the  i;lowini;'  accounts  of  military  life  in  the 
]>aj;"es  of  Lever  and  1  lackliinder  !  The  enemies  of  war 
liave  at  last  come  to  realize  this  power  ;  and  ///eir  books, 
like  Zola's  "  Downfall."  and  J^leihtreu's  "  Wholesale  Mur- 
der." which  paint  the  horrors  of  battle  with  all  the  viv- 
idness of  motlern  realism,  are  promptly  suppressed  by 
military  governments.  The  deliberate  choice  of  books 
with  reference  to  the  formation  of  character  is  a  primary 
step  in  wise  self-culture.  Whole  libraries  —  those  of  our 
Sunday  schools  —  have  been  written,  with  whatever  suc- 
cess, to  meet  this  requirement.  Ikit  the  books  that  are 
to  accomplish  the  purpose  of  inspiration  to  high  and 
noble  living  must  first  of  all  be  real  books.  This  effect 
may  often  be  secondary  in  the  purpose  of  the  writer  ;  for 
here  example,  rather  than  precept,  counts.  Among  the 
classes  of  books  most  frequently  and  effectively  drawn 
on   for  this  service,  biography  stands  foremost. 

Biography. 

Not  only  have  the  careers  of  many  men  been 
determined  for  good  or  evil  by  the  recorded  lives  of  other 
men,  but  there  are  few  readers  that  grow  to  maturity 
without  feeling  at  some  time  this  powerful  stimulus.  If 
we  add  the  ne.xt  most  potent  influence  in  the  molding  of 

character, — the  novel,  or  imaginary  biographv, — 

Fiction.         ..  "".  ,11 

if  mdeed  it  ranks  not  first  m  ])ower,  we  shall 
have  recognized  the  two  most  important  streams  of  influ- 
ence that  flow  into  modern  life  from   literature. 


lV//y  AND   HOW  MUCH   TO   READ.  1/ 

But  the   methods  of   accomplishing  these  various   pur- 
poses  in   reading  will    be  discussed   in  another   how  much 
chapter  ;  we  pass    now  to   consider   the  impor-     *°  '■^^'^• 
tant  question,  How  much  to  read  ? 

There  is  a  story  told  of  the  German  historian,  Neander, 
to  the  effect  that  one  day,  at  the  dinner  hour,  he  failed 
to  respond  to  the  customary  summons;  and,  Anecdote  of 
though  the  house  was  searched,  and  messengers  Meander, 
sent  out  through  the  town,  no  trace  of  him  was  to  be 
found.  At  last,  as  the  afternoon  light  was  fading,  his 
sister  reentered  his  room  in  the  hope  that  he  might  have 
come  in  unnoticed,  and,  chancing  to  look  up,  discovered 
the  professor  perched  upon  a  bookcase,  absorbed  in  the 
contents  of  an  ancient  volume,  where  he  had  sat,  oblivious 
of  time  and  hunger,  since  some  hour  in  the  morning.  A 
somewhat    similar    anecdote    is    related    of    De 

De  Quincey. 

Quincey,  who,  though  a  phenomenal  reader, 
was  a  man  of  slight  frame.  A  friend  at  whose  house 
the  great  essayist  was  staying,  was  startled  in  the  "  wee 
small  hours "  of  the  morning  by  a  loud  cry  from  De 
Quincey's  room.  On  hastening  to  the  spot,  he  found  the 
little  man  in  his  night-clothes,  lying  prone  upon  the  floor, 
his  chin  resting  upon  his  hands,  his  whole  attention  fi.xed 
upon  a  Latin  folio  which  he  had  evidently  been  reading 
all  night.  Oblivious  of  his  unique  appearance,  De  Quincey 
proclaimed  triumphantly  the  discovery  of  a  correct  his- 
torical date,  which  he  had  been  hunting  for  through  years 
of  reading.  Every  reader  of  Professor  Dowden's  appreci- 
ative life  of  Shelley  must  recall  his  description 

,  .  .  .    ,  Shelley. 

of    the  poet  s   passion   for    reading,    how,    with 

eyes  fixed  upon  his  book,  he  threaded  his  way,  like  one  in 

a  trance,  through  the  crowded  streets  of  London.      It  will 

KOOP.  MAST.  OF    BKS. — 2 


l8  THE   MASTERY  OF  BOOKS. 

be  ronienihered  also,  that,  o\\  tliat  luckless  (la\'  for  English 
literatuio,  when  the  Meditcnanoan  closed  cn-er  the  bod\' 
of  the  poet,  a  \'olunie  of  .Hschvlus  was  in  his  pocket  at  the 
time  of  the  fatal  accident.  In  Shelle\'s  short  life  of  less 
than  thirt\'  veai's,  he  found  time,  not  only  for  his  writinirs, 
which  are  extensixe  even  without  reference  to  their  ex- 
traordinar)'  c[uality.  but  also  for  a  wide  accjuaintance  with 
English  and  modern  ICuropean  lileiature,  and,  as  his  biog- 
rapher remarks,  for  more  reading  of  (ireek  than  has  gone 
to  establish  the  reputation  of  many  a  professor  of  that 
language. 

These  cases  are  cited  as  illustraticins,  each  in  its  way, 
of  a  dex'otion  to  reading  that  was  an  im[)ortant  element 
in  the  shaping  of  three  great  careers.  E.xamples  of  an 
opposite  disposition  are  too  familiar  to  need  citing.  The 
answer  to  the  question,  How  much  to  read  t  depends, 
therefore,  upon  the  attitude  of  the  questioner,  —  whether 
his  inclination  to  reading  is  deficient,  or  normal,  or  ex- 
cessive. Not  all  can  accept  the  stint  of  five  hours'  read- 
ing a  day  which  Dr.  Johnson  set  as  desirable  for  a  young 

Limits  to    man.      In   every  case  there   are   certain  limits 

reading  ^\^^<^  ^au,  must,  or  should  not  be  transgressed  ; 
while,  within  these  boundaries,  it  may  be  asserted  with 
equal  emphasis,  the  territory  ought  to   be  fully  occupied. 

Absolute  There  is  the  absolute  limit  in  time  and  strength. 
limit.  One  book  a  day  is  less  than  four  hundred 
books  a  year  ;  and  at  this  rate  the  number  read,  at  the 
end  of  fifty  years,  will  fall  below  twenty  thousand  volumes, 
which  represents  a  library  surpassed  in  size  by  many 
private  collections.  We  shall  see  later  that  it  is  not 
necessary  to  read  all  books  through  from  cover  to  cover  ; 
but  there  are  certainly  this  number  of  books  in  the  world 


IV//V  AND   HOW  MUCH   TO   READ.  1 9 

deserving  of    careful    perusal.      There  is  also  a  desirable 
limit    set   by  the  demands  of  thought  and    ob-    Desirable 
serration,  without  which  reading  is   reduced  to        ""' 
Hamlet's   formula   of    "  words,    words,    words."      Variable 
limits    are   set   by  the   circumstances    and   personality   of 
every  reader.       Our   position   in  life,   our  daily     Limits  of 
duties,^  the   social    demands  made   upon  us,  —  circumstance 
these  elements  affect   our   opportunities  for   reading,  and 
varv  not  only  with  every  individual,  but  also  with  the  dif- 
ferent periods  of  life.      The  more  inward  limits    Limits  of 
of  personality  include  capacity  for  work,  power  personality, 
of   endurance,   disposition   toward   intellectual   occupation, 
and  others  less  easily  definable,  but  very  real,  when  we 
attempt  to  reckon  the  amount  of  reading  to  be  expected 
of  any  individual. 

The  prevailing  mistake  is  unquestionably  in  the  direc- 
tion of  setting  our  capabilities  too  low.  We  accept  every 
social  demand  as  a  welcome  excuse,  instead  of  strictly 
challenging  its  claim  upon  our  leisure.  We  Reading 
give  way  to  every  fancied  call  of  health,  though  ^"'^  health. 
we  have  before  us,  in  some  of  the  longest  lived  and  most 
vigorous  men  of  the  century,  examples  of  sturdy  read- 
ers. The  names  of  Von  Ranke,  Von  Bollinger,  Glad- 
stone, Carlyle,  McCosh,  Bancroft,  Marsh,  —  men  whose 
lives  were  protracted  into  the  eighties  and  nineties,  —  are 
remarkable  still  more  as  representatives  of  wide  and 
profound  reading. 

This  is  not,  however,  to  deny  that  there  are  relations 
of  reading  to  health  that  can  hardly  be  too  often  or  too 
urgently  enforced.      It    would    seem    as    if    any    warning 

'  There  is  saifl  to  be  one  .\mericnn  college  in  which  the  fnculty  hold  that 
no  student  can  do  jublice  to  his  studies  and  use  the  library  at  all ! 


20  THE    MASTERY   OF  TOOKS 

to  students  in  regard  to  care  of  ilie  eyes  ought  to  be 
Care  of  Uncalled  for  ;  )-et  observation  gi\cs  daily  proof 
eyes.  of  its  need.  A  few  cautions,  which  are  often 
neglected,  perhai)s  on  account  of  their  very  familiarity,  are 
all  that  reatlers  witli  noinial  \ision  need  attend  to.  One 
should  not  read  when  1)  ing  down,  nor  in  twilight,  nor  in 
any  other  batl  light.  The  best  artificial  light  is  undoubt- 
edly the  German  student  lamp  with  a  green  shade.  One 
should  avoid  pastr)-,  which  is  a  fruitful  cause  of  inflamma- 
tion in  the  eyes.  Cleanliness  in  the  sleeping-room  is  also 
an  important  item.  Those  who  feel  obliged  to  read  in  the 
cars  should  at  least  hold  the  book  with  the  whole  arm 
free,  so  as  to  diminish  as  much  as  possible  the  shaking  of 
the  page,  with  its  consequent  strain  upon  the  muscles  of 
the  eye.  If  a  reader  has  neglected  none  of  these  particu- 
lars, and  still  finds  his  eyes  paining  or  failing  him,  he 
should  lose  no  time  in  seeking  a  trained  oculist,  —  not 
an  optician,  or  spectacle  man,  who  commands  no  scientific 
means  of  understanding  his  case,  but  an  educated  spe- 
cialist in  the  treatment  of  the  eye  and  its  disorders,  whose 
advice  will  be  the  result  of  thorough  knowledge  and  may 
contain  nothing  about  wearing  glasses.  It  may  well  be 
questioned  whether  the  student,  whose  eyes  are  his  most 
^    ,  precious  tools,  should  not  be  cautious  in  using 

Students  not   '  '  ° 

to  read  for    them  for  mere  amusement.      Professor  Corson, 

pastime,     ^f    Comcll   Uuivcrsity,  advises   the  .student  to 

seek  his  recreation   in  other  than  literary  diversions,  —  a 

suggestion  which,  of  course,  is  supported  by  even  higher 

considerations  than  those  of  hygiene. 

Should  any  student  be  inclined  to  pass  lightly  over  this 
admonition,  its  importance  may  be  brought  home  to  him 
by  a  few  examples  illustrating  the  immense  disadvantage 


fVI/y  AND  HOW  MUCH  TO  READ.  2 1 

to  which  loss  of  sight  subjects  the  user  of  books.  Let 
him  contemplate  the  life  of  Milton,  who  ruined  his  eyes 
by  overwork,  though  in  a  noble  cause ;  of  Prescott,  whose 
sight  was  destroyed  just  as  he  was  entering  upon  a  bril- 
liant career ;  of  Parkman,  whose  historical  labors  w^ere 
accomplished  with  the  constant  hindrance  of  partial  blind- 
ness ;  of  Isaac  D'Israeli,  who  lamented  that  he  found 
himself  "in  the  midst  of  his  library  as  if  apart  from  it  :  " 
and  he  will  quickly  realize  the  increased  difificulties  which 
loss  of  this  important  sense  imposes  upon  the  scholar  and 
author. 

One  last  word  of  encouragement.  We  cannot  read  all 
books.  We  must  even  resign  ourselves  to  the  reading  of 
only  a  small  fraction  of  the  world's  literature  ;  but  the 
most  favored  reader  can  do  little  more.  Our  utmost  is, 
after  all,  not  so  very  far  behind  the  highest  utmost.  We 
can  therefore  take  courage,  and  choose  for  our  motto  : 
Learning  is  long,  life  is  short,  let  no  day  pass  without  a 
chapter ! 


CHAPTER    11. 

wii.ir  ro  Ni:.\i). 

In  rcsj^onse  to  the  (.iucslion,  What  to  read  ?  one  is 
tempted  to  exclaim,  "  Road  anytliin^-,  onl)'  read  !  "  For 
every  real  book  is  a  window  opening  on  the  Infinite,  dis- 
closing boundless  fields  for  the  expansion  and  refreshment 
of  the  soul.  Yet  we  cannot  accept  in  regard  to  books  the 
Stoic's  rule  of  preference  for  food  —  the  nearest.      There 

^^  .  must    be    choices,   both    absolute   and   relative. 

Choices, 

absolute  Thc  attempt  to  set  fortli  the  supremacy  of 
and  relative,  certain  books,  together  \vitli  the  superiority  or 
excellence  of  others  with  resi:)ect  to  the  wants  of  in- 
dividual readers,  is,  therefore,  the  task  of  the  present 
chapter. 

The  classification  of  the  British  Museum  Library  be- 
gins with  the  Bible.  While  this  arrangement  is  chiefly 
a    matter  of  sentiment,   it  nevertheless  affords 

The  Bible  ,,  ,   •  , 

an  excellent  hint  when  we  come  to  consider 
literature  from  the  standpoint  of  what  to  read.  It  is  not 
t.)o  much  to  say  that,  without  an  intimate  acquaintance 
with  the  English  Bible,  our  literature  can  never  be  under- 
stood. It  cannot  be  understood  in  its  content,  for  English 
thought  has  been  profoundly  influenced  by  the  spiritual 
and  the  practical  philosophy  of  the  Bible.  The  style  of 
the  great  masters  of  English  prose  and  poetry,  as  well 
as  the  turns  of  their  speech,  will  not  be  appreciated  unless 
the  student  has  familiar  to  tongue  and  ear  the  a]:)t  phrases 

22 


WHAT    TO    READ.  23 

and  musical  periods  of  Tyndale  and  succeeding  transla- 
tors. Moreover,  our  literature  is  permeated  with  allusions 
and  illustrations  drawn  from  Holy  Writ,  which  arc  simply 
lost  on  the  reader  who  does  not  know  them  at  their 
source.  The  worldly-wise  Shakspere,  the  devout  Mil- 
ton, the  satiric  Dryden,  the  witty  Lowell,  all  are  steeped 
in  biblical  lore.  Nor  is  this  true  of  English  literature 
alone.  All  modern  literature  is,  to  a  greater  or  less 
extent,  incomprehensible  without  a  familiarity  with  the 
Bible.  But  not  onlv  has  the  Bible  been  the  source  of 
world-wide  literary  suggestion  ;  it  embodies  within  itself 
a  storehouse  of  the  most  varied  literature,  —  history,  biog- 
raphy, poetry,  drama,  counsel,  expostulation,  denuncia- 
tion, vision  of  seer,  legislation  of  statesman,  and  highest 
of  all,  in  literary  as  in  moral  excellence,  the  simple,  pic- 
turesque talks  of  the  great  Teacher,  who  spake  as  never 
man  spake. 

As  students  of  biblical  teaching,  it  is  clearly  our  duty 
to  read  the  original  text  or  its  closest  representative  ;  but, 
as  heirs  of  all  the  ages  of  English  literature,  we  cannot 
afford  to  lack  a  familiar  acquaintance  with  the  King  James 
version  ;  while  a  careful  study  of  its  predecessors,  especially 
the  great  versions  of  VVyclif,  Tyndale,  and  Coverdale,  will 
yield  us  a  rich  harvest  of  early  words  and  usages.  We 
shall  have  occasion  in  a  later  chapter  to  recommend  the 
reading  of  the  Bible  in  connection  with  the  study  of 
foreign  languages.  We  may  notice  here  that  such  read- 
ing often  brings  a  literary  as  well  as  a  linguistic  reward. 
Luther's  translation  of  the  Bible  is  assigned  to  an  even 
higher  literary  position  than  our  own  authorized  version. 
In  my  own  experience  I  confess  that  I  never  ajipreciated 
the  fact  that  the  Apocalypse  is  a  divine  poem  until,  as  a 


24  THE   MASTERY   OF  BOOKS. 

Student,  I   roail  it  in  Luther's  translation  entirely  through 
at  one  sitting-. 

Now  that  we  have  reeoi;"ni/.eil  tlie  ])lace  of  the  Bible  as 

above,  if  not  apart  from,  all  other  books,  wc  are  eonfronted 

_.    ...  with   a    liniiletl   number  of    the   world's   master- 

Tne  litera- 
ture of        pieces,  which,  ne.\t  to  the   Bible,  ha\-e  the  first 
rower.       ^2\\x\\\\    upou    our   attention.      It    is   these   books 
whose  effect  ujion  theii"  readers  is  termed  numeral  culture. 
lUit   "  ueneral  "    in   this   case   must    not   be  understood  as 
superficial  or  sli>;"ht  ;   foi-  the  ])ower  of  a  book  is  in  direct 
proportioii  to  its  uni\'ersality.      I*otent  as  is  the  literature 
of  knowledge,   De  Ouinccy  has  well  pointed  out  that   it 
must  yield  in  influence  to  the  mightier  literature  of  power. 
Now,   at    the  head   and   front   of   this   higher  literature 
stands,  beyond  ri\alry,  Shakspere.      He  is  an  author  whom, 
however    we    read    him,    we    can    hardly    read 

Shakspere. 

amiss.  Yet,  just  because  of  this  fact,  which 
we  may  misunderstand  as  implying  that  any  reading  of 
Shakspere  is  as  good  as  any  other,  we  are  in  danger 
of  approaching  him  in  a  way  to  shut  up  our  sympathies 
and  imaginations,  and  so  cut  ourselves  off  from  the  main 
avenues  of  his  power.  The  earnest  student,  who  sees  the 
libraries  that  have  grown  up  about  the  works  of  Shak- 
spere, can  hardly  escape  the  inference  that  the  great 
dramatist  is  properly  an  object  only  of  study.  Yet  never 
was  there  conclusion  that  Shakspere  himself  would 
sooner  have  repudiated.  What  was  the  audience  for 
whom  Shakspere  wrote  his  plays  .-'  Exclusively  an  audi- 
ence that  gathered  to  be  amused.  Entertainment,  not 
instruction,  was  Shakspere's  aim.  Shakspere  does  teach 
us  in  a  myriad  ways,  and  may  properly  be  made  the 
object   of    almost  innumerable   kinds   of    study ;    but   the 


WHAT   TO  READ.  2$ 

fact  remains  that,  until  we  have  read  his  plays,  or,  still 
better,  have  seen  them  acted,  with  no  other  purpose  than 
pure  enjoyment,  we  have  not  yet  known  Shakspere. 

The  foremost  name  in  literature  is  very  easy  to  select, 
but   for    the    second    place   there   are   several   candidates. 
In  fact,  from  this  point   onward,  our  selections    -j-j^^  second 
must  be  more  or  less  determined  by  our  place      place  in 
and  time.      Probably  no   two    lists  of   the  hun- 
dred best  books,  or  even  the  ten  best,  were  ever  identical. 
Such  a  list  of  books  chosen   by  a  student  of  a  hundred 
years  ago  would  be  very  different   from   one  selected  by 
a  student  to-day,  and  we  may  be  sure  that  the  student  of 
a  hundred  years  hence  would  differ  widely  from  both.     A 
Briton  and  an   American  could   not  agree  as  to  the  pro- 
portions   of    British  and    American    writers    proper    to    a 
representative   selection   of    English   literature.       Perhaps 
the  best   way  to   realize  the  force  of  this  principle  is  by 
viewing   a    perspective    of   world-literature  taken    from    a 
standpoint  foreign  to  ourselves. 

In  1893  the  readers  of  the  ''Revue  Bleiie''  balloted 
to  decide  the  twenty-five  greatest  names  in  all  literature. 
As  the  vote  stood,  all  but  seven  authors  out  a  French 
of  the  twenty-five  were  Frenchmen.  Now  it  election, 
would  puzzle  most  American  students  even  to  name  eigh- 
teen French  authors.  Hugo  and  Moliere,  in  the  list 
mentioned,  were  placed  above  Shakspere  ;  the  Bible  was 
adjudged  inferior  to  the  works  of  many  Frenchmen  ;  while 
yEschylus  and  Sophocles,  Horace,  Petrarch,  Schiller,  Mil- 
ton, and  Tennyson  were  omitted  altogether.  It  must  not 
be  forgotten,  however,  that  there  are  circumstances  which 
temper  the  national  conceit  of  this  judgment.  I'rcnch  was 
for  so  long  a  time,  as  to  a  great  extent  it  still  remains, 


26  THE   MASTERY  OF  BOOKS. 

the   diplomatic    language    of    the  world,  that    Frenchmen 
have  hard  wDik  to  realize  thai  there  is  any  literature  with- 
out  its  pale.      But,  in   spite  ot   its  provincial   narrowness,^ 
the  vote  displays  an  element  of  national  spirit 

Sound  '       ''  '■ 

national  that  is  scHuid  aud  healthy.  h'or,  judged  by 
^^"''*'  their  actual  importance  to  French  readers, 
Hugo  and  Moliere  may  fairly  be  considered  superior,  if 
not  to  Shakspere,  at  least  to  all  other  writers.  So,  sav- 
ing to  Shakspere  the  first  place  in  the  whole  woild 
of  letters,  we  may  agree  that,  to  Germans,  Lessing  and 
Goethe,  Schiller  and  Heine  are  more  important  than 
Hugo,  Chaucer,  Dante,  or  Homer.  So  for  ourselves,  as 
students  of  our  mother  tongue,  and  heirs  of  that  literature 
which  has  encircled  the  globe  with  a  music  infinitely 
grander  than  the  martial  drum-beat  of  Fngland,  we  need 
not  hesitate  to  pronounce  Chaucer  and  Milton,  Words- 
worth, Shelley,  Browning,  and  Tennyson  more  important 
than  their  foreign  equals  or  superiors. 

But,  having  done  justice  to  the  greatest  names  in  our 

own  literature,  we  shall  value  them  more  impartially,  and 

o-reatlv  extend  our  sympathies  and  our  culture, 

Value  of        &  -'  ^        ^ 

foreign       if  \ve  also  form  an  acquaintance  with  the  great 

classics.     f(3,-gjgrj  classics.      At  some  time,  and  preferably 

in  youth,  we  should  read  them  all,  and  if  possible  in  the 

1  As  an  illustration  of  the  greater  catholicity  of  the  German  mind,  com- 
pare with  this  French  selection  the  two  lists  given  by  Schonbach  in  his 
"  Ueber  Lesuiig  toid  Bilding.''''  The  first  gives  102  authors  of  world-litera- 
ture divided  as  follows:  Bible  I,  Greek  13,  Latin  6,  Christian  Latin  2, 
German  22,  .Scandinavian  5,  English  12,  American  3,  French  18,  Italian  8, 
Spanish  4,  Portuguese  i,  Slavic  and  other  7.  The  second  li-^t  covers  modern 
fiction,  the  number  of  authors  standing:  German  81,  Dutch  i,  Scandina- 
vian 4,  English  31,  American  27,  French  19,  Italian  4,  Spanish  4,  Slavic 
and  other   15. 


WHAT   TO   READ.  2/ 

original.  If  translations  are  adopted,  careful  choice  should 
be  made  ;  for  a  translation  like  Pope's  Homer,  for  instance, 
may  keep  the  meaning  and  yet  wholly  misrepresent  the 
spirit  of  the  original  work.  The  nineteenth  century  will 
be  remembered  for  its  many  and  excellent  translations, 
a  cosmopolitan  service  in  which  Americans  have  borne  a 
distinguished  part.  Translations  of  such  varied  excellence 
as  Bryant's  Homer,  Cranch's  Vergil,  Longfellow's  or 
Norton's  Dante,  and  Brooks's  or  Taylor's  "  Faust,"  will 
not  soon  be  superseded.  These  are  books  that  every 
student  can  read,  and  that  it  is  very  desirable  he  should 
own  if  possible ;  for  no  one  who  reads  attentively  and 
sympathetically  even  this  small  group  of  masterpieces, 
can  remain  uncultivated  or  provincial. 

The  objection  may  be  raised,  that  we  are  reversing  the 
natural  order  if  we  read  the  great  classics  first,  that  we 
ought    rather   to   lead    up   to   them    through    a      „, 

o  I  &  Classics 

course  of  minor  authors.  But  the  masterpieces  should  be 
of  literature  need  no  such  introduction.  It  is  ^^^^  ^^^' 
the  very  stamp  and  seal  of  their  genius  that  they  attract 
every  grade  of  intelligence,  every  range  of  culture.  So 
far  from  gaining  by  a  postponement  of  the  classics,  the 
reader  who  has  filled  his  mind  with  their  standards  has 
unconsciously  imbibed  a  taste  that  will  be  his  suflicient 
guide  and  incenti\'e  in  all  future  reading. 

In    English   literature,   he   will    not    rest   until    he    has 
read  the  dramatic  narratives  of  Chaucer,  and  the  romantic 
allegory    of    Spenser ;    while    his    acquaintance      British 
with   Shakspere  will  incite  him  to  a  knowledge      classic 
of  his   great    contemporaries,   Marlowe    of    the        ''°'*^" 
"mighty  line  "  ;  learned  Jonson  ;   Beaumont  and  Fletcher, 
the   "great    twin    brethren"    of   song;   sturdy   Chapman, 


28  THE  MASTERY  OF  BOOKS. 

whose  lines  still  thiill   our  blood  ;  and  all 

"  the  niclotlious  bursts  that  till 
The  spacious  times  of  great  Elizabeth 
\\'ith  st)un(ls  tliat  eclu)  still." 

Milton,  the  last  of  the  Elizabethans,  and  the  first  of  the 
moderns,  will  emphasize  the  ehani^e  that  came  over  Eng- 
lish poetry  in  the  artificial  brilliance  of  Dryden  and  Pojk  ; 
but  as  the  reader  ncars  the  nineteenth  century,  he  will 
hail  with  delight  the  promise  of  its  fruitage  that  bloomed 
forth  in  the  return  to  nature  of  Goldsmith,  Cowper,  and 
Burns.  So  powerful  is  the  attraction  of  nearness  in  time, 
that  his  most  enthusiastic  reading  of  liritish  poetry  is 
likely  to  be  drawn  from  the  works  of  Coleridge,  Shel- 
ley, Keats,  Scott,  Byron,  Tennyson,  Browning,  Arnold, 
Clough,  Swinburne,  and  Morris.  With  this  literary  out- 
fit the  .American  reader  will  be  better  able  to  estimate 
the  writers  of  his  own  country  ;  and  to  rank  them,  not 
merely  with  one  another,  but  also  in  English  literature 
antl  the  literature  of  the  world.  Bryant,  whose  honor- 
American  ^1^1<-'  career  as  an  author  extended  over  a 
poets.  period  of  three  score  and  ten  years  ;  Emer- 
son, the  eternal  youth  ;  Longfellow,  who  enriched  our 
literature  with  the  spoils  of  Europe ;  Whittier,  whose 
ringing  voice  for  freedom  is  still  audible  among  men ; 
Holmes,  the  genial  autocrat  of  every  table  where  wit  is 
host ;  Lowell, 

"wearing  all  that  weight 
Of  learning  lightly  like  a  flower;  " 

Poe,   the   most    original    of  all    our   singers ;   Lanier,    who 
taught  us  new  harmonies  ;  Thoreau,  the  lone ;  and  Whit- 


WHAT   TO  READ.  29 

man,  the  only:  —  all  these  the  American  student  who  is 
mindful  of  his  birthright  will  cultivate  as  familiar  friends. 
Thus   far  we  have  considered  only  writers   who  were, 
in  form  or  spirit,  poets  ;  for,  sneer  at  its  weaker    service  of 
manifestations  as  we  may,  the  supreme  works      poetry, 
of  poetry 

"  Are  yet  the  fountain  light  of  all  our  day, 
Are  yet  a  master  light  of  all  our  seeing; 

Uphold  us,  cherish,  and  have  power  to  make 
Our  noisv  vears  seem  moments  in  the  being 
Of  the  eternal  Silence."" 

For  poetry,  as  a  fine  art,  perhaps  the  chief  of  the  fine 
arts,  is  possessed  of  qualities  that  make  it  a  means  of 
culture  far  beyond  the  utmost  possibilities  of  prose. 
Matthew  Arnold  defined  religion  as  morality  touched  by 
emotion ;  in  like  manner  we  might  define  poetry  as  prose 
fused  by  emotion.  Prose  appeals  mainly  to  the  under- 
standing, and  to  the  rest  of  human  nature  only  by  the 
way  ;  but  poetry  addresses  the  whole  personality.  Words- 
worth, indeed,  made  it  one  with  religion. 

At  this  point  a  common  prejudice  is  sure  to  find  voice 
to  the  effect  that,  however  great  a  means  of  culture  poetry 
may  be,  the  reading  of  it  in  the  present  age  poetry  not 
is  too  unpractical  an  occupation.  To  such  a  unpractical, 
prejudice  a  sufficient  refutal  is  contained  in  the  statement 
which  one  of  the  ablest  business  men  in  England,  Mr. 
Goschen, — the  well  known  London  banker,  member  of 
Parliament,  and  authority  in  finance,  —  has  publicly  made 
in  regard  to  the  reading  of  poetry.  He  states  his  convic- 
tion that  an  essential  element  of  success  in  politics  and 
commerce,  as  well  as  in  learning,  is  the  cultivation  of  the 


30  THE   MASTERY  OF  BOOKS. 

ima.qination  ;  aiul  he  aiUIs  his  assurance  that  culture 
need  not  intertcrc  with  the  (lischari;e  of  duty  in  the  most 
prosaic  spheres  of  business.  Mr.  Cioschen  cites  his  own 
father  as  a  convincino-  proof  of  the  possibiHty  of  success- 
fully coiiihinini;-  business  and  culture.  Similar  examples 
\vill  at  y^\\^<^  occur  to  the  reader,  in  Charles  Lamb  at  his 
desk  in  the  Inili.i  Oihce,  and  in  our  own  Stedman  in  Wall 
Street. 

Next  in  rank  to  poetry,  as  a  means  of  wide  and  gen- 
erous culture,    stands    fiction  ;  a  class   of  literature  which 
^.   .  to  most  minds  comes  much  nearer  to  Matthew 

Fiction. 

Arnold's  definition  of  poetry  —  a  picture  of  life. 
Wholesale  condemnation  of  the  novel  has,  happily,  had  its 
tla)-.  In  truth,  we  can  scarcely  set  limits  to  the  loss  we 
should  suffer,  if  deprived  of  this  source  of  inspiration  and 
instruction.  The  American  boy  who  has  not,  at  the  age 
of  eighteen,  read  with  delight  the  best  of  Scott,  Cooper, 
Thackeray,  Dickens,  Hawthorne,  George  Eliot,  Howells, 
Eggleston,  Cable,  and  Crawford,  has  not  yet  taken  his 
bearings  in  the  world.  In  such  reading  there  is  no  task- 
work. It  imolves  only  pleasure,  and  can  be  recommended 
in  the  confidence  that  when  the  ma.sterpieces  of  the 
world's  imaginative  literature  have  been  read  from  the 
pure  pleasure  of  it,  other  departments  of  reading  will 
present  themselves  in  a  light  no  less  attractive.  It 
matters  not  that  the  novel  has  embodied  some  of  the 
profoundest  comment  on  life  that  has  been  published  in 
recent  times ;  we  still  have  a  perfect  right  to  turn  to  it  for 
enjoyment. 

But  are  there  no  cautions  to  be  heeded }  All  gain 
involves  risk,  in  reading  as  truly  as  in  business.  If  a 
form   of  literature  possesses  great  power  to  elevate,    its 


Cautions. 


WHAT   TO   READ.  3 1 

power  to  degrade  will  be  corresponding.  But  no  abso- 
lute test  can  be  given.  There  is  no  Ithuriel  spear  to 
make  the  lurking  fiend  of  corrupt  suggestion 
assume  his  true  shape  and  proportions.  Per- 
haps the  most  helpful  advice  that  can  be  given  is  that 
of  Dr.  Hudson,  the  Shaksperean  critic,  —  that  we  should 
never  continue  the  reading  of  a  book  whose  effect  upon 
us  we  feel  to  be  bad,  even  though  the  work  be  a  plav  of 
Shakspere's.  In  such  a  case,  however,  we  should  do  well 
to  ask  ourselves  whether  the  fault  is  really  the  author's, 
and  not  after  all  our  own  mistaken  attitude  toward  his 
writings. 

It  is  reported  that  a  distinguished  professor  of  English 
once  confessed  to  his  class  that  he  had  never  read  Field- 
ing. In  college  he  had  refrained  from  reading  the  works 
of  the  great  novelist  on  account  of  their  coarseness,  and 
in  after  years  he  had  never  regretted  doing  so,  nor  cared 
to  make  their  acquaintance.  To  give  my  own  experience, 
I  should  certainly  be  sorry  to  have  missed  the  entertain- 
ment and  profit  that  I  have  derived  from  Fielding,  and 
from  his  still  coarser  rival,  Smollett.  The  works  of 
Sterne,  who  had  none  of  the  manliness  of  Fielding  and 
Smollett,  I  have  read  with  mingled  admiration  and  dis- 
gust. The  truth  is,  there  are  many  books  in  various 
departments  of  literature  the  reading  of  which  a  wise 
the  student  may  wisely  postpone  until  he  feels  postpone- 
a  conscious  maturity  of  character  and  judg-  '"^"  ' 
ment.  We  must  also  remember  that  much  depends  upon 
our  own  purpose  in  reading  the  book,  and  on  our  proper 
understanding  of  the  author's  purpose  in  writing  it.  Al- 
phonse  Daudet  inscribed  one  of  his  novels,  "  h'or  my  sons 
when  they  are  twenty  years  old  ;  "   and  most  would  agree 


32  THE   MASTERY  OF  JWOKS. 

that  the  book  in  question  might  be  read  wiili  profit  by  a 
man,  while  on  loss  mature  minds  its  effect  miuht  be 
pernicious. 

Here,  too,  not  only  age,  but  also  ihc  jxMsonal  equation, 
plays  an  important  [xirt.  To  many  persons  whose  judg- 
Personai  uieut  is  widely  respected,  Henrik  Ibsen  stands 
preferences,  jq,-  0,-^.  of  thc  uiost  inspired  of  uioral  teachers, 
a  veritable  prophet  in  Israel.  But  what  the  general  esti- 
mate of  Ibsen  is  may  be  gathered  from  the  daily  papers, 
which  seldom  refer  to  him  except  in  terms  of  hate  or  con- 
tempt. The  reason  for  this  antipodal  divergence  of  opin- 
ion is  found  in  the  nature  of  Ibsen's  message,  which 
simply  proclaims  that  the  world  is  saved  not  by  conven- 
tion, but  by  character  ;  and  this  gospel  he  preaches  with  a 
fearlessness,  not  to  say  ferocity,  that  spares  no  opposing 
form  or  institution.  But  a  boy  of  fifteen  might  not  be 
able  to  discern  in  Ibsen  a  prophet  of  good,  and  would, 
accordingly,  do  much  better  to  reserve  his  plays  for 
maturer  reading.  Such  a  course  is  not  cowardly.  On 
the  contrary,  in  a  boy's  refusing  to  grapple  with  authors 
beyond  his  power  there  is  the  highest  moral  courage,  as 
well  as  the  soundest  wisdom.  An  author  still  more 
deeply  decried  than  Ibsen  is  the  French  novelist,  Zola. 
But  there  are  those  who  believe  that  he  too  will  hereafter 
be  recognized  as  one  of  the  great  ethical  teachers  of  his 
century.  Certainly  his  long  and  toilsome  devotion  to  a 
literary  purpose,  now  happily  accomplished,  is  an  object- 
lesson  in  faithful  work  such  as  few  laborers  in  any  field 
have  ever  surpassed. 

But  it  is  by  no  means  in  connection  with  fiction  alone 
that  we  meet  the  problem,  What  not  to  read.  In  fact, 
objectionable   features    in   fiction    are    perhaps   more   evi- 


WHAT   TO   READ.  33 

dent  at  a  glance  than  in  any  other  form  of  writing,  and 
are  more  easily  reacted  against  by  a  healthy  vvhat  not 
nature.  Evils  of  a  more  subtle  but  no  less  ^o  read, 
dangerous  quality  may  lurk  in  volumes  that  appear  to 
carry  every  warrant  to  our  confidence.  The  man  of  mid- 
dle life,  whose  eyes  have  become  opened  to  intellectual 
dishonesty,  looks  back  with  little  short  of  horror  at  the 
absolute  trust  with  which  he  once  invited  into  his  inmost 
nature  the  shaping  influence  of  certain  books.  Far  better 
may  a  boy  read  books  that  he  knows  to  be  bad,  than 
absorb  unconsciously  the  poison  of  literary  dishonesty. 
This  is  the  final  test,  that  a  book  be  genuine.  The  skill 
to  apply  this  test  is  one  of  the  latest  fruits  of  experience, 
yet  conscious  effort  cannot  fail  to  be  effective  in  hasten- 
ing its  development. 

The  first  and  second  places  in  the  literature  of  power 
have  been  allotted  to  poetry  and  fiction.  A  third  class  of 
writing,  which  clearly  belongs  to  this  division, 
is  the  essay.  This  also  contributes  to  knowl- 
edge, but  not  as  its  highest  service ;  often,  indeed,  the 
professed  subject  is  taken  merely  as  a  starting  point  for 
digression.  De  Quincey  and  Macaulay  are  good  examples 
of  this  method.  Beside  their  works  should  stand  those  of 
Bacon,  Addison,  Steele,  Johnson,  Lamb,  Arnold,  Emerson, 
Whipple,  Lowell,  not  to  forget  the  greatest  of  all  essay- 
ists, —  Montaigne.  The  amount  of  direct  information 
that  we  derive  from  Matthew  Arnold,  for  instance,  is  usu- 
ally small  ;  his  opinions  often  miss  our  acceptance  ;  and 
yet  no  student  can  follow  his  thought  through  many 
pages  without  a  distinct  gain  in  that  which  Arnold  so 
strenuously  battled  for,  genuine  culture. 

But  there  are  many  works  written   for  more  definitely 

KOOI'.  MAST,   or    BKS.  —.3 


34  THE  MASTER  Y  OF  BOOKS. 

practical  ends  than  those  of  the  essay,  that  equally  expand 
our  horizons.      It   is  hartl  to  see  how  any  stu- 

Travel. 

dent  couUl  rcatl  the  noble  series  of  volumes  in 
which  Hayanl  Taylor  embodied  his  observations  of  world- 
wide tra\el,  and  remain  intellectually  ]-)rovincial.  Irving, 
also,  in  his  genial  sketches  and  kindly  satires,  brings  us, 
in  his  own  way,  lessons  of  sympathy  with  the  whole  world 
of  humanity. 

Another  course   in   the  same  great  school  of  sympathy 
and  inspiration  is  offered  by  biography.      What   high  and 

varied    delights  come   to   us   in    the   reading  of 

Biography.  ^     it 

Longfellow  s  life  as  written  by  his  poet  brother  ! 
With  how  much  better  appreciation  we  read  Macaulay 
after  hearing  the  story  of  his  life  told  by  his  nephew 
Trevelyan  !  The  world  of  I£merson's  admirers  saw  him 
in  an  entirely  new  light  from  the  pages  of  Holmes's  brief 
biography.  Mention  need  scarcely  be  made  of  the  para- 
dox of  biographies,  written  by  a  coxcomb  about  a  sage, 
which  has  done  more  to  insure  the  wise  man's  immor- 
tality than  the  greatest  of  his  works.  Of  course  the  book 
referred  to  can  be  no  other  than  Boswell's  "Johnson." 
A  somewhat  similar  work  is  Eckermann's  "  Conversa- 
tions with  Goethe,"  which  is  pronounced  by  John  Fiske 
the  most  delightful  of  printed  books. 

Letters,   which    represent    the   most   unstudied   depart- 
ment of  literature,  often  take  from  this  quality  a  height- 
ened   charm.       Generations    of    readers    have 

Letters. 

followed  with  unwearied  interest  the  i-evela- 
tions  of  themselves  and  their  contemporaries  contained  in 
the  correspondence  of  Swift,  Cowper,  Scott,  and  Byron. 
To  these  must  be  added  for  readers  of  the  present  day 
the  correspondence  of  Emerson  and  Carlyle,  and  the  let- 


WHAT   TO   READ.  35 

ters  of  Thackeray  and  Lowell.  The  diary  often  affords  a 
still  clearer  reflection  of  the  writer's  nature  ; 
as  witness  those  of  Pepys  and  Carlyle.  With 
some  writers  all  their  works  are  an  autobiography  ;  and 
when  the  nature  thus  revealed  is  both  intellectual  and 
heroic,  as  in  the  case  of  Thoreau,  the  student  is  pro- 
vided with  a  companion  for  many  of  his  most  fruitful 
hours. 

Widely  as  history  has  sometimes  traveled  from  its  true 
purpose  (which  is  to  trace  the  entire  development  of  man 

in  society),   even   some  of  its  most  partial  pic- 
History, 
tures  must  not  be  overlooked  by  the  reader  of 

the    literature    of    power.       Gibbon,    Macaulay,    Bancroft, 

Motley,  give  us,  indeed,  a  chronicle  of   events  which  in 

many  cases    are    more    conveniently   presented    in    other 

books.       But   the   highest   service   of    these   historians   is 

something   above   mere  narration  ;   they  have  interpreted 

the  events   which    they   record,   and    have   left    on    their 

pages  a  reflection  of  the  essential  greatness  of  man. 

In  Carlyle's  lifelong  warfare  against  shams,  what  gave 

edge  and   point   to   his   blows   was   his   unfailing    humor. 

Thorough    badness    cannot    laugh.      A    hearty 

laugh    is    the    best     solvent    of    this    world's 

worries   and   perple.xities.       No   utterance   is    so   sane,  so 

wholesome,  as  laughter.      Witness  the  long  and  laborious 

life  of  the  Autocrat  of  the  Breakfast  Table.      Never  was 

there  shallower  conclusion  than  that  a  smiling  lip  reveals 

a  vacant  thought.     A  reference  to  Carlyle,  or  to  Holmes, 

or  to    Lowell,  would   be   enough  ;   but   consider   Rabelais 

masking,  not    shallowness,  but  the   profoundest   criticism 

of  his  times  behind  the  leer  of  the  buffoon  ;  or  Voltaire, 

two  centuries  later,  assailing  with  his  unconquerable  smile 


^6  THE   MASTERY  OF  BOOKS. 

the  heapeil-up  c\"ils  that  fell  in  the  avalanche  of  the 
I'rench  Rexoluiion.  These  illustrate  the  jxiwer  of  mirth. 
Its  refusro  ami  solace  are  nowhere  better  seen  than  in 
the  jests  of  our  niartyr-iircsidcnt,  whose  burdened  heart, 
crushed  almost  to  breaking,  found  in  humor  its  only 
respite. 

Thus  far  we  have  considered  the  question  of  what  to 
read,  chiefly  as  related  to  the  purpose  of  intellectual  awak- 
ening and  general  culture.  Reading  for  information  in- 
volves, of  course,  too  large  a  range  of  topics  to  be  treated 
c.\hausli\ely  in  any  single  volume  ;  but  the  general  phases 
of  the  subject  are  presented  in  the  subsequent  chapters 
on  Reference  Rooks  and  Reading  Courses.  The  other 
two  most  important  aims  in  reading  —  production,  and 
development  of  character  —  represent  highly  special  as 
well  as  personal  choices  in  reading.  The  student  must 
here  be  largely  his  own  guide,  remembering  always,  as 
indeed  in  all  departments  of  reading,  to  consider  the  rela- 
tion of  the  book  first  to  the  subject,  and  secondly  to  his 
own  capacities. 


CHAPTER    III. 

HOW   TO  READ. 

The  manner  of  our  reading,  like  our  choice  of  reading 
matter,  will  manifestly  be  determined  by  our  purpose  in 
reading ;  though  the  amount  of  our  reading  j^g^^od  of 
must  enter  in  as  an  important  condition.  Our  reading,  how 
method  of  reading  will  therefore  differ  widely  ""'^'^■°"^'^- 
according  as  our  object  is  amusement,  information,  cul- 
ture, character  building,  or  production.  The  last  is  of 
special  importance  to  students,  and  may  vary  all  the  way 
from  mere  practice  work,  like  theme  writing,  to  the  full 
and  sustained  e.xercise  of  all  the  intellectual  powers  in 
actual  authorship. 

To  suggest  that  we  should  subject  ourselves  to  method 
in  reading  for  mere  pastime  may  seem,  at  first  thought,  to 
imply  not  so  much  the  mastery  as  the  slavery  Reading 
of  books.  There  is  certainly  no  need  of  an  ^°^  pastime. 
elaborate  programme  for  such  reading  ;  yet  there  are  two 
duties  that  would  seem  incumbent  upon  us  even  in  read- 
ing for  amusement.  One  duty  is  to  the  author,  the  other 
is  to  ourselves.  V\'e  owe  it  to  the  author  of  the  slightest 
story  or  sketch  that  we  deem  worth  reading  at  all  to  read 
with  sufficient  attention  and  .sympathy  to  grasp  his  mean- 
ing and  purjjosc.  I'or  instance,  to  name  an  author  by  no 
means  insignificant,  in  reading  a  novel  or  farce  by  Mr. 
Howells,  it  would  certainly  be  an  injustice  to  him,  as  well 
as  a  loss  to  ourselves,  if  we  were  to  look  only  at  the  plot. 

37 


SS  TJJE  MASTERY  OF  IWOKS. 

The  excellence  ot"  Vix.  Ilowells's  work  lies  rather  in  the 
naturalness  of  the  conversations,  in  the  accuracy  of  his 
descriptions  both  of  scenes  and  of  character,  and  in  his 
noble  comments  on  life.  Hut  the  diicct  dut\-  to  ourselves 
in  regartl  to  ligiUer  literature,  as  intlcod  to  all,  is  that 
when  \vc  ha\'c  finished  our  n-'ailini;'  \\c  shall  make  a  mental 
Mental  suuimary  or  re\'ie\v  of  the  book  before  we  lay 
review.  jj-  ^^gj^JQ  ;  impressing  upon  our  minds  its  author, 
its  title,  and  its  main  characteristics.  We  should  imitate 
in  our  reading,  as  we  might  well  in  our  lives,  Chatterton's 
Mayor  of  Bristow,  who  — 

"  Summed  the  actions  of  the  day 
Each  night  before  he  slept." 

An  instance  in  point  was  related  to  me  by  a  pupil  of 
Dr.  Alvah  Hovey,  the  distinguished  head  of  Newton  The- 
Anecdoteof  ological  Institution.  He  said  that  sometimes 
Dr.  Hovey.  ^  studcut  who  had  lighted  upon  some  old,  out- 
of-the-way  treatise  would  be  ambitious  to  air  his  erudition 
by  asking  in  the  class-room  the  professor's  opinion  of  the 
book,  hoping  perchance  that  the  great  scholar  would  be 
obliged  to  confess  that  he  had  never  heard  of  it.  To  the 
student's  confusion,  the  professor's  memory  would  reach 
back,  it  might  be  thirty  or  forty  years,  and  restore  a  more 
vivid  and  accurate  impression  of  the  book  than  the  student 
had,  fresh  from  reading  it  ;  the  professor  would  then  pro- 
ceed to  state  what  other  books  the  author  had  written, 
how  they  ranked  with  this  and  with  the  literature  of 
their  subjects  —  in  short,  the  author's  exact  position 
in  relation  to  theological  thought.  Though  rules  cannot 
create  genius,  but  only,  at  best,  direct  and  improve  native 
abilities,  it  is  certain  that  any  student  who  will  apply  the 


I/O  IV   TO   HEAD  39 

practice  of  mental  review  to  all  his  reading,  will  find  him- 
self thereafter  at  a  great  advantage  beside  his  lazier  or 
less  methodical   companions. 

Like  holy  George  Herbert's  last  recourse  for  edification 
under  the  infliction  of  a  dull  sermon,  namely,  to  consider 

that 

"  God  takes  a  text  and  preacheth  Patience," 

we  have  the  suggestion  of  Rider  Haggard  in  regard  to 
novel  reading,  that  even  the  trashiest  piece  of 

*  ^  Reading 

fiction  may  be  made  to  yield  some  permanent    with  atus 
benefit  if  read  with  necessary  reference  to  die-     and  die 
tionary  and  atlas.     This  advice,  like  that  of  men- 
tal review,   is  of  course  pertinent  to  all  our  reading.      If 
we  are  unwilling   or  tmable,  at  the  moment,  to  interrupt 
our  reading  with  the  use  of  reference  books,  we  should  not 
fail  to  note  the  page,  and  afterwards  solve  the  difficulty 
at  our  leisure. 

It  is  not  to  be  denied  that  browsing,  or  merely  desultory 
reading,  as  an  occasional  indulgence,  may  possess  real  value. 
It  is  the  unbending  of  the  bow  that  preserves 

,         .    .  f~.  -  ,      .  Browsing. 

Its    elasticity.      bome    of    our  choicest    mental 
acquisitions  are  gained  in  this  way,  but  the  rarity  of  such 
indulgence  is  one  of  the  elements  of  its  helpfulness.     For 
we   should   remember  Carlyle's  exhortation,  — 

,         ....  ,  ,  1,1  Diligence. 

be  diligent  ;  or,  as  modern  speech  would  phrase 
it,  —  mean  business  when  you  read  ;  to  which  we  may 
add,  —  when  you  don't  mean  business,  don't  read.  When 
a  student  finds  that  he  can  no  longer  fix  his  attention 
on  his  book,  it  is  much  better  for  both  mind  and  eyesight 
that  he  should  give  up  the  attempt  ;  for  not  only  is  inatten- 
tive reading  negatively  a  loss  of  time,  hut  it  is  positively 
dangerous,  as  breeding  a  habit  of  mind-wandering,  which 


40  THE   MASTERY  OF  BOOKS. 

is  certainly  one  oi   the   worst   f(K\s  to    the   attainment    of 
knowledge. 

In  the  important  reading  undertaken  for  general  cul- 
tuie,  the  lt)regoing  simple  rules  must  be  greatly  extended. 
How  to  ^'^^  "^  ^'<^G.  a  concrete  exam[)le,  and  suppose 
read  the  studeut  to  be  reading  Milton's  "  Paradise 
illustrated,  ^ost."  Not  to  make  a  study  of  the  great 
epic,  but  merely  to  do  justice  to  the  author  and  himself, 
what  are  some  of  the  i:)oints  that  the  reader  should  have 
in  mind  .''  First  of  all  he  should  clearly  distinguish  the 
author  from  other  English  poets,  so  as  never  for  a  mo- 
ment to  confuse  Milton  with  the  author  of  the  "  Canter- 
bury Tales,"  or  the  "  Essay  on  Man."  He  should  learn 
the  main  features  of  the  poet's  life,  from  his  beautiful  and 
precocious  youth,  through  his  stormy  manhood,  to  his  still 
beautiful  but  blind  and  neglected  old  age.  The  reader 
who  has  thus  followed  the  poet's  career,  will  understand 
the  conditions  out  of  which  Milton's  masterpiece  arose, 
and  will  readily  perceive  that  "  Paradise  Lost,"  is  the  epic 
of  the  English  Commonwealth,  whose  "  Paradise  Re- 
gained "  is  at  last,  in  our  day,  beginning  to  uplift  above 
the  horizon  of  history.  To  any  one  deserving  the  name 
of  student,  only  pleasure  can  come  from  the  reading  in- 
volved in  gaining  this  general  acquaintance  with  Milton 
and  his  times  ;  but  an  equal  enjoyment  awaits  him  in  the 
consideration  of  the  PZnglish  epic,  not  merely  in  relation 
to  the  literature  that  immediately  preceded  it,  but  also  in 
its  more  remote  though  no  less  actual  origins.  Really  to 
trace  the  literary  kinship  of  "  Paradise  Lost,"  the  reader 
\  must  have  some  familiarity  with  Homer,  yEschylus  and 
Sophocles,  Vergil  and  Dante.  Moreover,  since  one  of 
Milton's  services  to  English  song  was  the  enrichment  of 


HOW   TO   READ.  4 1 

its  prosody,  not  so  much  with  new  harmonies,  as  with  a 
new  principle  of  harmony,  the  student  should  let  this 
ffreat  feature  of  Milton's  art  be  his  introduction  to  the 
general  history  of  English  prosody.  Before  he  has  fin- 
ished this  branch  of  the  subject  he  will  have  received  one 
of  the  best  possible  lessons  in  the  worth  or  worthlessness 
of  whole  schools  and  generations  of  criticism. 

In  the  course  of  this  collateral  reading  the  student 
will  light  upon  much  discussion  of  Milton's  vocabulary 
and  style,  choice  of  subject,  treatment  of  theological  prob^ 
lems,  and  influence  upon  his  successors.  He  may  meet 
Macaulay's  assertion  that  if  "  Paradise  Lost  "  had  ended 
with  the  fourth  book  it  would  have  ranked,  as  a  fragment, 
above  all  other  epics.  But  most  of  these  questions  the 
student  will  already  have  learned  enough  to  decide  for 
himself,  with  considerable  confidence.  In  some  such  way 
as  this,  it  behooves  the  student  to  conduct  his  general  read- 
ing ;  and  there  need  be  little  fear  that  one  who  has  gone 
over  the  world's  classics  even  thus  superficially  will  appear 
to  disadvantage  in  any  company.  For  it  must  not  be 
forgotten  that  there  is  no  royal  road  to  knowl-  ^^  ^^  ^^ 
edge,  but  only  one  common  road  which  all  road  to 
must  travel.  The  most  that  can  be  inherited  '^"°-'^'ig= 
is  aptitude  and  improved  opportunity  ;  the  actual  learn- 
ing must  be  done  by  every  generation  and  every  person 
anew. 

In  reading  for  definite  information  the  first  considera- 
tion is  fitness,  or  the  proper  relation  of  the  book  to  the 
wants  and  capacities  of  the  reader.  Viewed  in  Reading  for 
this  light  a  book  is  simply  a  tool,  and  must  be  information, 
chosen  strictly  with  reference  to  the  work  in  hand.  One 
would  as  soon  think  of    mending  a  pen  with  a  broada.x, 


42  THE   MASTERY  OE  BOOK'S. 


as   of    going"   to   the   tu'c    volmncs   ol"    Masson's   "  Life  of 
Books  as      Milton,"  even  with  the  index  volume,   to  learn 
tools.        ji^(j  tl^ites  of  the  poet's  birth  and  death.      On 
the   other    hand,    a   penknife    would   as    i)oorly    serve    for 
hewing  timber  as   Phillips's   convenient    biograjihical    dic- 
tionary would  satisfy  the  wants  of  one  who  wisheil   for  a 
full   discussion    of    Milton's   controversy    with    Salmasius. 
The  workman  who  has  learned  merely  to  handle  tools  has 
mastered  onl\'  half  his  trade.      Me   must   also  learn  when 
to  apply  them.      In  like  manner  the  student  will  waste  his 
time  and  remain  only  a  bungler,  if  he  does  not  learn  the 
art  of  turning  to  the  right  book  for  the  right  information. 
It   therefore   behooves   the   student   to   form   a    careful 
acquaintance  with  the  common  books  of  reference,  —  such 
Books  of      as  are  described  in  the  next  chapter,  —  and  to 
reference,     apply  similar  introductory  tests  to  every  unfa- 
miliar book  that  he  turns  to  for  assistance.      He  needs  to 
know  its  general  subject,  and  its  special  bearing  on  that 
subject ;   above  all,   he  must  make  sure  how  far  he   can 
trust  the  author.      In  most  cases  these  inquiries  can  be 
answered  from  the  book  itself.      Let  the  reader  scan  the 
title-page,  run  through  the  preface,  examine  the 

How  judged.  ,  .  _  ,   .  ,  .      , 

table  of  contents.  Let  him  turn  to  the  mdex 
for  subjects  with  which  he  is  familiar,  and  when  he  dis- 
covers how  these  are  treated,  he  will  have  a  means  of 
judging  how  far  the  work  is  to  be  trusted  in  other  direc- 
tions. The  reader  should  not  forget  to  glance  over  the 
footnotes.  He  will  know  some  of  the  books  referred  to, 
and  the  way  these  are  valued  will  serve  as  a  good  test  of 
the  author's  grasp  of  the  literature  of  his  subject.  The 
reader  is  now  ready  for  the  actual  perusal  of  the  book. 
But  if,  as  is  generally  the  case,  the  student  seeks  ac- 


HOW  TO   READ.  43 

quaintance  with  a  subject  rather  than  a  book,  he  will  gain 
much  by  reading  several  treatises  at  the  same  subject 
time,  weighing  and  comparing  their  conclusions.  reading. 
If  the  subject  be  a  great  one,  like  Roman  history,  it  will 
be  advisable  first  to  get  a  bird's-eye  view  of  the  whole 
story  in  some  good  handbook  such  as  Leighton's  ;  but  it 
will  not  pay  to  read  consecutively  and  alone  the  volumes 
of  one  of  the  larger  Roman  histories,  even  of  so  attractive 
a  work  as  Duruy's.  The  reader  should  rather  pick  out 
some  period  or  character  and  study  that  in  its  relations 
to  the  history  as  a  whole.  He  may  select,  for  instance, 
the  revolution  of  the  Gracchi,  the  career  of  Pompey,  or 
even  a  personality  as  ill-reputed  as  Catiline,  comparing 
the  different  treatment  of  each  at  the  hands  of  the  great 
historians.  Xo  one  can  do  this  without  soon  discovering 
that  he  has  hit  upon  a  method  of  studying  history  that 
possesses  all  the  charm  of  historical  fiction  ;  more,  even, 
for  he  finds  himself  unconsciously  becoming  his  own  nov- 
elist, and  recreating  in  his  own  imagination  the  scenes  and 
characters  of  past  ages.  A  single  trial  will  prove  to  any 
student  the  superiority,  in  interest,  of  the  topical  and  com- 
parative, over  the  chronological  and  consecutive  method  of 
studying  history.  A  resultant  gain  is  the  better  memory 
of  what  is  read  ;  for  that  is  best  remembered  which  awa- 
kens deepest  interest.  Two  topics  which  never  fail  to 
enliven  historical  reading  arc  biography  and  the 

Biography. 

hi.story  of  cities.     In  the  former  case,  the  cen- 
ter of    interest    is  an  individual,  and  stimulates   youthful 
minds  through  its  appeal  to  emulation  ;  in  the  latter  case, 
there  is  a  larger  center  of    interest   composed     History  of 
of  many  individuals  acting  independently  or  in        <='''«^- 
concert.     The  great  cities  of  the  Middle  Ages  perennially 


44  THE  MASTERY  OF  BOOKS. 

attract  us  to  their  annals  of  splendor  and  shame.  The  very 
mention  of  Rome,  Florence,  Genoa,  Paris,  London,  and  the 
long  line  oi  Gcimanic  towns,  sufficiently  illustrates  the  in- 
viting character  oi  such  a  course  of  reading.  Good  his- 
Historicai  torical  novcls  arc  an  abundant  source  of  intci  est 
fiction.        ^i^j^j   pj-Qfit   t^,    \\■^^.    1-cader   of  history;  but   they 

should  be  read  after  the  regular  histories,  not  before  — 
to  deepen  the  impression,  not  to  form  it.  Bulvver's 
"  Harold,"  for  instance,  one  of  the  finest  historical  novels 
ever  written,  will  affoid  increased  pleasure  and  advantage 
after  a  iircliminary  reading  of  the  history  of  the  Norman 
conquest.  In  this  particular  case,  there  should  follow  the 
reading  of  Tennyson's  noble  drama  on  the  same  subject. 

Enough  has  been  said  to  emphasize  the  superiority  of 
subject  reading  ;  but  there  is  a  method  of  reading  not 
Reading  by  strictly  of  this  charactcr  that  is  often  of  the 
authors.  highcst  benefit,  namely,  reading  by  authors. 
There  is,  of  course,  a  sense  in  which  this  is  one  form  of 
subject  reading,  and  it  is  generally  included  under  reading 
for  general  culture ;  but  it  is  sufficiently  unique  to  deserve 
especial  mention.  The  student  who  has  not  known  the 
pleasure  of  reading  all  the  works  of  an  author  as  a  study 
in  personality  has  a  great  source  of  enjoyment  still  before 
him.  The  course  of  such  reading  is  generally,  first  an 
y-  interest  awakened  in  the  author's  thought  or  style ;  then 
a  virtual  conquest  of  us,  when  the  writer  seems  to  us 
the  greatest  of  all  writers  ;  till,  finally,  some  sentence 
or  sentiment  shatters  our  idol,  and  we  consign  his  writ- 
ings to  undeserved  neglect.  Matthew  Arnold  has  given 
us  an  account  of  his  thus  falling  in  and  falling  out  with 
the  writings  of  Franklin.  Some  can,  perhaps,  recall  a 
period  of  absorption  in  the  writings  of  Arnold,  or  Carlyle, 


HOJV  TO   READ.  45 

or  Ruskin,  and  the  particular  passage  that  caused  them 
finally  to  break  with  him. 

Books  read  for  the  development  of  character  are  pre- 
sumably of  the  kind  that  Bacon  describes  as  to  be  di- 
gested. We  resort  to  them  in  our  most  earnest  Reading  for 
moments,  and  their  sentiments  abide  with  us  character. 
in  strengthened  thought  and  resolution.  Such  books, 
above  all  others,  we  seek  to  own,  to  have  near  us,  and  to 
be  free  to  mark  with  our  own  comments  as  a  record  of 
our  spiritual  development.  One  who  thus  kept  in  hand 
the  writings  of  Plato,  Marcus  Aurelius,  Augustine,  Dante, 
Sir  Thomas  Browne,  or  Emerson,  would  find  that  the 
deepened  experience  of  every  added  year  but  brought 
to  light   new  truths  upon  their  pages. 

In  the  matter  of  reading  for  production,  we  are  warned 
by  the  ease  with  which  the  thoughts  of  others  may  be 
unconsciously  reproduced,  —  not  to  speak  of  the  Reading  for 
temptation  to  conscious  plagiarism,  —  that  the  production. 
way  to  write  is  first  to  write,  and  afterwards  to  read  for 
correction  or  expansion.  In  these  days  of  broadcast  litera- 
ture, it  is  hard  enough  to  display  originality  even  when 
our  knowledge  of  a  subject  has  been  gradually  acquired, 
and  has  had  time  to  be  worked  over  into  a  part  of  our 
mental  furnishing.  But  if  we  fill  our  minds  with  other 
men's  ideas  immediately  before  we  write,  originality  is  out 
of  the  question.  Our  subsequent  reading  may  cause  us 
to  recast  entirely  what  we  have  written,  and  perhaps  to 
reverse  our  conclusions  ;  but  if,  in  the  first  place,  we  have 
put  down  something  that  we  can  call  our  own,  even  the 
merest  trifle,  before  we  begin  to  read,  we  shall  have  at 
least  some  right  to  self-satisfaction  over  our  work.  Be- 
sides, when  we  once  have  before  us  the  scheme  of  our 


46  THE   MASTERY   OF  BOOK'S. 

article,  our  reading  can  be  carried  on  niucli  more  sys- 
teniaticallv  than  it'  we  start  to  read  williout  ]ire\'iously 
mapping  out   the   subject.^ 

What  may  be  called  personal  habits  in  reading  will  vary 

with    e\ery   individual.       Nothing  here    is    to   be    insisted 

Personal      "po'"'  cxccpt  quantity  and  quality.      Dr.  McCosh 

reading  read  steadily  ten  hours  a  day.  Lowell  often 
exceeded  this  amount,  as  John  Fiske  is  said  to 
(S.^"!.  George  P.  Marsh  achieved  his  enormous  erudition 
between  the  hours  of  five  and  eight  in  the  morning,  giv- 
ing the  day  to  work  and  the  evening  to  his  family.  But 
he  read  a  page  at  a  glance.  It  was  his  habit  to  have 
his  table  covered  with  books  in  many  languages,  and  on  all 
sorts  of  subjects,  and  to  pass  from  one  to  another  with  no 
method  discernible  to  an  observer.  Franklin  B.  Housh, 
an  American  literary  worker,  who  accomplished  a  phenom- 
enal amount,  practiced  and  advised  rest  by  change  of  work. 

Speed  in  reading  will  of  course  be  modified  by  the  sub- 
ject, the  style  of  the  author,  and  the  time  at  our  disposal. 

Rapid        But  it  is  well  to  form  the  habit   of  reading  as 

reading,  f^g^-  ^g  j^^y  ^^  cousistcnt  with  taking  in  what 
we  read.  An  expert  accountant  will  add  a  column  of 
figures  not  only  more  rapidly,  but  also  more  correctly, 
than  a  tyro.  So,  a  trained  reader,  while  covering  much 
more  ground  than  a  beginner,  will  also  get  correspond- 
ingly more  out  of  his  reading.  Some  books  are  to  be 
read  through,  and  reread  in  part  before  we  have  finished 
them,  and  read  again  and  often.  But  these  books  are  few, 
just  because  they  are  so  precious,  and  the  reading  of  them 
in  this  way  involves  no  high  art.      It  is  in  the  use  of  such 

1  For  a  full  discussion  of  this  topic  see  W.  E.  Foster's  "The  Young 
Writer's  Use  of  a  Library."    , 


HO  IV   TO   READ.  47 

books  as  need  not  be  read  word  by  word  that  the  trained 
reader  displays  his  skill.  Sculpture  has  been  defined  as 
the  art  of  knocking  off  superfluous  marble.  Rapid  read- 
ing is  the  equally  difficult  art  of  skipping  needless  words 
and  sentences.  To  recognize  them  as  needless  without 
reading  them  is  a  feat  that  would  be  thought  impossible 
if  scholars  everywhere  did  not  daily  perform  it.  With 
the  turning  of  a  few  leaves  to  pluck  out  the  heart  of 
a  book's  myster)',  —  this  is  the  high  art  of  reading,  the 
crowning  proof  that  the  reader  has  attained  the  mastery 
of  books. 


CHAPTER    IV. 

REFERENCE  BOOKS  AND   CATALOGUES. 

King  George  the  Tliird  of  England  is  credited  with  the 

remark   that    lawyers  do    not    know   so    much    more    law 

than  other  people,  but  they  know  better  where 

Knowledge  ^       ,      •  y  i      r  ir  ■  r^  >         i 

of  the       to   find    It.       Long  before    Kmg   Georges  day, 
sources  of     h,)\vc\er,  there  existed  a  Latin  proverl)  to  the 

information.  re       i_      ^i      ^     i  •  •  r«.  11  •     i 

same  effect,  that  learnmg  is  after  all  mamly 
knowing  where  to  look  things  up  :  Scire  iibi  aliquid 
invcnirc  possis,  ca  dcininn  maxima  pars  enuiitionis  est. 
It  is  often  said  that  proverbs  are  not  wholly  true,  but 
only  half-truths.  The  half  that  is  omitted  in  this  prov- 
erb is  evidently  that  which  pertains  to  the  mastery  of  the 
knowledge  when  found.  A  walking  encyclopedia  is  not  a 
scholar,  is  only  in  part  a  learned  man,  unless  to  his  knowl- 
edge he  adds  that  superiority  to  it  which  makes  him 
clearl}^  its  master.  On  the  other  hand,  without  the  pos- 
session of  a  vast  array  of  facts,  no  strength  of  mind  can 
make  a  scholar.  Such  a  one  may  be  a  thinker,  even  a 
successful  writer,  but  he  cannot  lay  claim  to  scholarship  ; 
for  knowledge  is  as  truly  the  foundation  of  scholarship  as 
observation  is  of  science  ;  though  in  either  case  thought 
must  come  in  as  the  crowning  element.  It  is  well  for  us 
to  give  knowledge  its  full  emphasis,  because  the  student, 
when  he  has  come  to  realize  the  indubitable  superiority  of 
thought,  is  apt  to  fancy  that  somehow  it  can  take  the  place 
of    patient  study.       Daniel    Webster,   when    his    greatest 

48 


REFERENCE  BOOKS  AND    CATALOGUES.  49 

parliamentary  triumph  was  referred  to  as  an  extempora- 
neous effort,  reminded  the  speaker  that  there  is  no  such 
thing  as  extemporaneous  acquisition.  His  great  reply  to 
Hayne,  though  delivered,  indeed,  almost  on  the  spur  of 
the  moment,  was  really  based  upon  the  preparation  of  a 
lifetime.  As  a  part  of  the  student's  outfit  toward  the 
attainment  of  that  resource  of  information  which  must  be 
the  groundwork  of  all  scholarship,  the  present  chapter 
aims  to  set  before  him  the  readiest  means  of  "  looking 
things  up,"  or,  in  other  words,  the  most  useful  books  of 
reference. 

A  librarian  divides  his  readers  into  two  classes,  those 
that  know  how  to  handle  reference  books,  and  those  — 
the  larger  number  —  that  do  not  ;  for  such  two  classes 
knowledge  is  the  first  requisite  to  the  intelli-  °^  readers, 
gent  use  of  a  library.  One  man  will  spend  an  hour  in 
fumbling  catalogues,  or  roaming  about  the  alcoves  of  a 
library,  when  all  he  is  trying  to  find  out  is  the  date  of  the 
Gunpowder  Plot.  Another  man,  on  the  same  errand,  will 
turn  to  the  "  Dictionary  of  English  History,"  get  the  in- 
formation, and  be  gone,  all  inside  of  two  minutes  ;  with  a 
clear  gain  of  fifty-eight  minutes  over  his  fellow  for  other 
purposes  of  study  or  action.  If  we  remember  that  these 
are  representative  cases,  that  this  loss  and  gain  are  going 
on  daily  in  our  libraries,  we  shall  not  wonder  why  some 
men  attain  to  so  much  more  knowledge  than  others. 

The  expression,  zoorks  of  reference,  really  includes  two 
classes  of  library  helps,  which  may  be  distin-  .j.^^  classes 
guished  as  direct  and  indirect,  the  diicct  helps  of  reference 
being  epitomes,  and  the  indirect,  bil)li()graphies  ; 
or,  more  familiarly,  reference  books  (commonly  .so-called) 
and  catalogues. 

KOOP.    MAST.    OF   BKS.  —  4 


50  THE   .VASrEKV   O/-    JWOKS. 

Reference  books  proper,  or  epitomes,  are  those  works 

which  give  a   wide    range  of  infoiination    condensed  into 

small    compass,    the    most    familiar   example  of 

Epitomes.  . 

this  class  benig  the  cyclopedia.  It  is  impor- 
tant that  these  books  should  he  taken  for  just  what  they 
are,  and  not  regarded  as  anything  more  than  mere  abridg- 
ments of  tlie  knowledge  in  theii-  province.  They  are  not 
intendeil  for  reading,  but  for  reference.  Dr.  Arnold  has 
pointed  out  the  fact  that  few  minds  can  read  with  profit 
an  epitome  of  history;  and  it  may  be  added  that,  in  any 
department  of  knowledge,  the  better  the  epitome  serves 
the  purpose  of  occasional  consultation,  the  drier  and  more 
repellent  will  it  be  for  continued  perusal. 

An  objection,  founded  not  upon  the  misuse  of  reference 
books,  but  upon  their  very  nature,  is  that  they  are  secon- 
dary sources  of  information  ;  and  the  charge  is  often 
coupled  with  the  injunction  to  abandon  them  and  seek  the 
original  sources.  This  achice  is  of  course  sound  where 
critical  scholarship  is  concerned  ;  yet,  would  the  student 
of  Milton,  for  instance,  be  allowed  to  accept  the  date 
assigned  by  Masson  to  the  poet's  birth,  or  must  he  travel 
to  Oxford  to  make  a  personal  examination  of  the  Au- 
brey manuscripts  .-^  Manifestly,  for  the  thousand-and- 
one  purposes  of  daily  infoimation,  decidedly  secondary 
sources  will  answer  —  must  answer,  indeed,  if  we  are  to 
obtain  the   information   at   all. 

A  method  which  might  be  adopted  in  classifying  refer- 
ence books  is  one  based  upon  the  arrangement  of  their 
Classification  contcnts,  whether  alphabetically,  as  in  diction- 
of  epitomes,  arics  and  cyclopedias,  or  in  some  other  way,  as 
in  yearbooks  and  chronologies.  But  the  most  convenient 
procedure  will  be  first  to  notice  those  that  are  universal 


REFERENCE   BOOKS  A\D    CATALOGUES.  5  I 

in  scope,  and  then   take  up  the  others  according  to  their 
subjects. 

The  cyclopedia,  as  we  now  know  it,  is  a  comparatively 
modern  production.  It  seems  to  have  had  its  origin  in  an 
attempt  to  present  such  information  as  people 

.  Cyclopedias. 

are  most  likely  to  blunder  over  in  conversation. 
The  Germans,  as  we  saw,  still  preserve  this  idea  in  their 
name  for  cyclopedia,  Conversatioiis-Lexikon.  But  the  cy- 
clopedia at  length  outgrew  this  idea,  and  came  to  be  a 
presentation  of  the  whole  circle  of  learning,  as  its  Eng- 
lish name  implies.  Still,  it  has  not  wholly  lost  its  original 
character,  for  every  cyclopedia  contains  many  articles  that 
are  addressed  merely  to  curiosity,  and  have  no  logical 
place  in  a  compendium  of  human  knowledge.  The  use 
of  the  cyclopedia  has  meanwhile  widened  as  much  as  its 
character,  and  we  now  turn  to  it  not  only  to  save  ourselves 
from  blunders  in  conversation,  or  to  assume  the  virtue  of 
a  knowledge  which  otherwise  we  should  lack,  but  also  to 
the  "  Britannica  "  and  its  later  rivals  to  learn  the  conclu- 
sions of  great  scholars  in  subjects  of  their  special  re- 
search, or  to  obtain,  along  with  a  summary  of  results  in 
any  field  of  knowledge,  also  a  list  of  the  latest  and  most 
authoritative  publications  in  regard  to  it. 

The  first  place  among  the  cyclopedias  of  the  present 
day  is  perhaps  still  to  be  awarded  to  the  "  Encyclopaedia 
Britannica."  It  is  the  most  scholarly,  the  most  Encyciopae- 
exhaustive  in  the  subjects  treated,  the  most  dis-  dia  Britan- 
tinguished  in  its  list  of  contributors.  In  many 
of  its  articles  it  rises  to  the  level  of  an  original  authority. 
But  its  long  articles  have  crowded  out  a  host  of  lesser 
notices  that  readers  have  become  accustomed  to  e.xpect  in 
a  cyclopedia.     As  desirable,  therefore,  as  the  work  is  for 


5-  THE   MASTERY  OE  BOOKS. 

the  library   of   a   scholar,   its   owner  stands   in   almost    as 

much  need  as  before  of  an  all-round  cyclopedia.      Such  a 

work  is  found  in  Appleton's,  Chambers's,  Johnson's,  or  the 

"International."     (X"  these,  Appleton's,  while  an 

Appleton  s.  '  ' 

e.\tensive,  carefully  cilitetl,  and  standard  work. 

is  getting-  a  little  out  of  date.      The  other  three  are  prac- 

ticallv  new.      I'hambers's,  the  smallest,  is  a  Brit- 

Cnambers  s.     .    ,        ' 

ish  publication,  but  has  been  carefully  adapted  to 

American  wants.     Johnson's  costs  considerably  more  than 

Chambers's,   but   very   much    less    than    either 

Johnson  s.  •' 

Appleton's  or  the  "  Britannica."  Its  important 
articles  are  signed,  and  the  references  to  authorities  are 
very  full.  iMoni  these  two,  Johnson's  and  Chambers'.^, 
ninety-nine  persons  out  of  a  hundred  will  most  wisely 
choose  their  cyclopedia  for  purchase  or  library  reference. 

The  Inter-     The  "  International  "  is  a  more  voluminous  work. 

national.  j|-  j^,  ^^  y^^  commeuded  for  its  late  and  care- 
fully executed  maps,  while  its  volumes  are  of  convenient 
size  ;  but  the  work  is  after  all  only  a  more  or  less  com- 
plete revision  of  an  old  edition  of  Chambers's.  As  the  life 
of  a  cyclopedia  is  not  more  than  twenty  years,  there  is  no 
need  of  specifying  earlier  works.  In  regard  to  the  vari- 
condensed  ous  abridged  cyclopedias  on  the  market,  they 
cyclopedias.  ^^.^  generally  poor  makeshifts,  though  the  very 
smallest,  like  Cassell's,  which  sell  for  a  dollar  or  less,  are 
wonders  of  condensation,  and  one  of  this  class  forms  a 
convenient  article  of  desk  furniture. 

The  leading   German   cyclopedias    are   the   handsomely 
illustrated    Conversations-Lexika   of    Brockhaus, 

German. 

and  Meyer.  In  French  the  most  popular 
work  of  the  kind  is  the  enormous  "  Dktionnaire  du 
XIX^  SikW"  oi  I^arousse,  which  is  the  most  extensive 


REFERENCE   BOOKS  AND    CATALOGUES.  53 

cyclopedia    yet    completed    in    any    language ;    though    a 
French    rival,    now   in    process   of    publication,      French. 
"Z«    Grande    Eficyc/opedie,'"    may    attain    to    even    vaster 
proportions. 

Perhaps  the  only  hint  that  requires  to  be  given  in 
regard  to  the  use  of  cyclopedias,  though  the  principle 
applies  to  all  reference  books,  is  an  injunction  to  find  the 
one  that  answers  most  questions  and  consult  that  first. 
There  is  much  in  getting  acquainted  with  any  book 
of  reference.  The  information  desired  is  often  missed 
simply  because  the  reader  does  not  know  where  to  look 
for  it  in  the  book  he  is  using. 

Closely  related  to  cyclopedias  are  the  various  classes 
of  yearbooks.  Some  of  them,  indeed,  are  issued  as  an- 
nual supplements  to  cyclopedias,  like  Appleton's 

Yearbooks. 

"Annual  Cyclopaedia,"  and  the  French  "Revue 
Encyclopediqite^'  published  fortnightly,  but  forming  yearly 
volumes  in  continuation  of  Larousse.  Some  are  histori- 
cal, like  the  "Annual  Register;"  some  governmental  and 
statistical,  like  the  "  Statesman's  Year-Book,"  and  the 
'*  Almanack  de  Gotha  ;  "  while  still  others  offer  a  mass  of 
.statistical  and  other  information,  like  Whitaker's  "  Alma- 
nack," the  "  British  Almanac,"  and  the  various  almanacs 
issued  from  newspaper  offices,  such  as  those  of  the  Xew 
York  "  World,"  and  -  Tribune." 

The  largest  class  of  reference  books  is  formed  by  cyclo- 
pedias of  special  subjects,  generally  known  as  dictionaries. 
These,  like  the  general  cyclopedias,  have  their 

Dictionaries. 

contents  arranged  in  alphabetical  order,  and  are 
distinguished   from    them   only   by  their   restriction   to   a 
single  department  of  knowledge.      Many  <>f  the  dictiona- 
ries, indeed,  are  called  cyclopedias,  or  even  encyclopedias, 


54  THE   MASTERY  OF  BOOKS. 

bill  the  simpler  name  is  nioie  appropiiatc  to  their  charac- 
ter. The  number  nl'  iHclionarics  may  obviously  be  as 
great  as  the  number  ol  important  subjects  into  which 
knowledge  may  be  divitletl.  The  mention  of  those  most 
frequentlv  consulted  in  ordinary  lil^raries  will  indicate  the 
variety  of  subjects  covered  b}'  works  of   this  class. 

First  in  onler  come  those  works  which  the  name  itself 
suggests,  dictionaries  of  language.  A  few  years  ago  the 
Dictionaries  uscrs  of  dictionaries  were  virtually  shut  up  to 
of  language.  ^  choice  between  the  two  W's,  —  Webster  and 
Worcester  ;  the  former  associated  with  Yale  and  the  latter 
with  Harvard,  Worcester  being  regarded  as  better  for 
English  pronunciation  and  literary  authority,  Webster 
Dictionaries,  fo,-  definition  and  derivation.  But  since  the 
latest  edition  of  Webster  appeared  under  the  name  of 
the  ."  International  Dictionary,"  Worcester  has  had  little 
more  than  a  historic  value  ;  while  the  present  rivals  of 
Webster  are  first,  the  "  Century  Dictionary,"  with  its 
splendid  illustrations  and  almost  cyclopedic  character, 
which  is  now  reenforced  by  its  supplemental  "  Cyclope- 
dia of  Names,"  devoted  to  history,  biography,  mythology, 
etc.  ;  and,  secondly,  the  "  Standard  Dictionary,"  a  work 
slightly  larger  than  the  "International,"  being  published 
in  two  volumes,  and  containing  exquisite  colored  plates 
besides  other  attractive  features.  Mention  should  be 
made  also  of  the  "  Imperial  Dictionary,"  a  British  work, 
on  which  the  "Century"  was  based;  Stormonth's  "Dic- 
tionary," a  single  volume  of  moderate  size,  valuable  chiefly 
for  giving  recent  British  pronunciation  ;  Latham's  stan- 
dard revision  of  Dr.  Johnson's  great  work  ;  and  Richard- 
son's "Dictionary,"  which,  though  fifty  years  old,  is  still 
valuable  for  the  fullness  of    its  quotations.      But   by  far 


REFERENCE   BOOKS  AiV£>    CATALOGUES.  55 

the  greatest  and  most  important  work  of  all  is  the  "  New 
English  Dictionary  on  Historical  Principles,"  published  by 
the  British  Philological  Society,  with  the  cooperation  of 
English  scholars  all  over  the  world.  This  work  is  now- 
only  in  the  beginning  of  the  alphabet,  and  will  not  be 
completed  for  years  ;  but  it  is  the  scholar's  dictionary, 
and  should  be  consulted  by  the  investigator  for  any  word 
that  it  covers. 

The  best  German -English  dictionaries  are  those  of 
Flugel-Schmidt-Tanger  (a  recent  work),  Whitney,  Thieme- 
Preusser,  Grieb,  and  Weir.     Of  the  many  small  „ 

'  '  -'  German  and 

dictionaries,  which  are  often  convenient,  but  French 
oftener  misleading,  the  best  is  the  Langen-  °"=^'°°^"«s- 
Scheldt  "  A'otii'drterbiich,''  by  O.  Muret.  The  best  French- 
English  dictionary  is  that  of  Smith,  Hamilton  and  Legros. 
Students  of  both  French  and  German  will  do  well  to  get 
the  large,  or  the  small,  edition  of  the  Sachs-Villatte  dic- 
tionary of  those  two  languages.  The  great  vernacular 
dictionaries  of  F"rench  and  German  are  those  respectively 
of  Littre  and  Grimm,  the  latter  being  not  yet  completed, 
though  within  a  few  years  of  completion. 

Passing  to  dictionaries  of  literature  we  find  for  English 
authors    the  great    work   by  AUibone  in  three  large  vol- 
umes,  with  two  supplemental  volumes;    which   Dictionaries 
includes  all   British    and    American    writers  of         of 

•    ■  1.    •    r    u  •  u  •       1  Literature. 

any  promuience,  givmg  brief  biographical  no- 
tices and  lists  of  their  works.  In  case  of  the  more  im- 
portant writers,  original  and  selected  criticisms  are  given. 
Two  smaller  works  that  will  often  be  found  convenient 
are  W.  Davenport  Adams's  "  Dictionary  of  English 
Literature,"  and  Oscar  F"ay  Adams's  "  Handbook  of 
American    Authors."      Works    that    give    selections   from 


56  rUE   MASTERY  OF  BOOKS. 

the  writings  as  well  as  accounts  of  their  authors  are 
Chambers's  "  C'vclop.xdia  of  l{nj;-lish  Lilcralure,"  Charles 
Knight's  "  Half  hours  wilh  tlu-  Ix-st  Authors,"  Duyc- 
kinck's  "  CvclopaiHa  of  Aiuciicau  Literature,"  and  the 
great  "  Librars'  of  Ainerieau  Literature"  eclitecl  by  Sted- 
man  and  llulchinsou.  The  best  small  works  of  this 
twofold  character  arc  the  two  \'olumcs  b\'  Francis  H. 
Underwood,  the  owe  devoted  to  British  and  the  other  to 
American  authors.  In  these  works  the  selections  are 
generally  arranged  elu-onologicall\',  while  their  contents 
are  made  available  for  reference  by  al[)habetical  indexes. 
A  work  in  which  chronology  is  niatle  the  chief  feature  is 
F.  Ryland's  "Chronological  Outlines  of  English  Litera- 
ture." A  less  successful  but  convenient  work  devoted  to 
writers  on  this  side  the  Atlantic  is  S.  L.  Whitcomb's 
"Chronological  Outlines  of  American  Literature." 

\\\  the  department  of  the  arts,  whether  ornamental  or 
useful,  there  exist  so  many  dictionaries  that  only  a  few 
representative  titles  can  here  be  mentioned. 

In  the  fine  arts,  are  to  be  found  in  everyday  use  in 
our  reference  libraries  the  "  Cyclopedia  of  Painters  and 
Paintings "  by  Champlin  and  Perkins,  Bryan's 
"  Dictionary  of  Painters  and  Engravers,"  Nich- 
olson's "  Encyclopedia  of  Architecture,"  Gwilt's  "  Encyclo- 
paedia of  Architecture,"  Parker's  "  Glossary  of  Terms 
used  in  Architecture,"  Viollet-le-Duc's  "  Dictiomtaire  de 
r architecture^'  Appleton's  "  Cyclopaedia  of  Drawing,"  and 
Grove's  "Dictionary  of  Ahisic  and  Musicians;"  in  the 
useful    arts,    Spons's    "  Encyclopaedia    of    the     Industrial 

Industrial    Arts,"  Applctou's  "  Cyclopaedia  of  Mechanics," 

arts.       Knio-ht's      "  Mechanical     Dictionary"    Watts's 

"  Dictionary    of    Chemistry,"    Thorpe's     "  Dictionary    of 


REFERENCE  BOOK'S  AA'D    CATALOGUES.  57 

Applied  Chemistry,"  and  Houston's  "  Dictionary  of  Elec- 
trical Words."  It  should  be  remembered  that,  in  any 
rapidly  changing  science  or  art,  all  books  of  reference 
soon  get  out  of  date.  Any  book  on  electricity,  for  in- 
stance, that  is  twenty  years  old  is  thoroughly  antiquated  ; 
while  Vasari's  "  Dictionary  of  Painters,  Sculptors,  and 
Architects,"  though  three  hundred  and  fifty  years  old,  is 
still  a  standard  work. 

In  sociology  we  may  notice  Lalor's  "  Dictionary  of  Po- 
litical  Science,"  and   Palgrave's   "  Dictionary  of   Political 
Economy,"  not  yet  completed.      In  history  four       social 
convenient   works    are    Larned's    "  History  for      science. 
Ready  Reference,"  Low  and  Pulling's  "  Dictionary  of  Eng- 
lish  History,"   Lossing's   "  Cyclopaedia  of  American  His- 
tory," and  Jameson's  "  Dictionary  of  American   History." 
In  chronology  the  student  finds  several  helpful 
works:   Haydn's  "Dictionary  of   Dates,"   Put-        '^  """y- 
nam's   "  World's   Progress,"  Woodward  and   Cates's  "  P2n- 
cyclopaedia  of  Chronology,"  Chambers's  "  Book  of  Days," 
and  Hone's  "  Every-day  Book."     The  last   two  are  store- 
houses of  out-of-the-way  information  in  the  departments 
of  history  and  customs. 

Some  of  the  most  useful  dictionaries  have  been  made 
in  connection  with  biography.  The  lives  of  many  men 
are  to    be  found    in    ihe    cyclopedias ;    but   for 

...  ,  ,  ,  .  ,  Biography. 

general  biography  the  reader  is  more  apt  to  be 
served  by  Thomas's  "  Dictionary  of  Biography,"  which 
has  the  great  merit  of  giving  the  pronunciation  of  the 
names  ;  the  dictionary  by  Phillips,  which  allots  only  a  line 
or  two  to  each  subject,  but  contains  more  names  than  any 
other  biographical  work,  and  gives  in  each  case  references 
to  dictionaries  where  the  life  may  be  found  treated  more 


58  THE   MASTERY  OF  BOOKS. 

tully  ;   Rose's  "  Biographical  Dictionary  ;  "   and  the  great 

I'^rench  "  Biogriif>hic  Uuivosi'/lc."     Vov  lives  of  Americans 

the  great  sources  ol  inlonnution  are  Appleton's 

American.  ,  i-  r     a 

'•  Lyclopasdia  of  American  Biography,    and  the 
"  National  Cyclopaedia  of  Anicrican  Biography,"  the  latter 
still   in  course    of    publication  ;    both    being  enhanced    in 
value  by  numerous  excellent   ]iortrails  and  other  illustra- 
tions.     Vo\-  tlic  li\cs  of   ICnglishnun  the  ffreat 

British.  ... 

authoritx'  is  the  monumental  "Dictionary  of 
National  Biography;"  to  whicli  should  be  added  the  two 
small    but    convenient   works,    "  Men   and   Women  of  the 

Time,"  and  "  Men  of  the  Reign."      For  Ger- 

German.  ^ 

man\-  the  standard  work  is  the  " A/Io-cmeine 
Deutsche  Biographie,"  now  nearly  completed.  The  most 
useful   biographical    work    relating   to  living    Frenchmen, 

though  including   other    nationalities,  is  Vape- 

French.  ,  .      .  .  . 

reau's   "  Dtcttoiuiaij'e  des  Contemporains." 

Geography  is  a  department  covered  to  some  extent  by 

the  cyclopedias  ;  but  for  unimportant  places  we  must  turn 

to  the  gazetteers,  of  which  Lippincott's  "  Pro- 
Geography.  _ 

nouncing  Gazetteer"  is  easily  the  best.  Atlases 
are  of  three  kinds,  illustrated  by  Keith-Johnston's  "  Royal 
Atlas,"  Smith's  "Atlas  of  Ancient  Geography,"  and  Lab- 
berton's  "Historical  Atlas."  More  extensive  than  the 
last  are  the  German  works  of  Spruner,  and  Droysen.  The 
second  volume  of  Freeman's  "  Historical  Geography  of 
Furope"  is  a  con\'enicnt  historical  atlas  of  that  continent. 
The  various  divisions  of  classical  lore  are  presented  for 
convenient  reference  in  the  great  dictionary  edited  by 
Classical  William  Smith,  consisting  of  biography  and 
dictionaries,  niythology,  geography,  and  antiquities.  An 
abridgment  of   the  whole  is  published   in  one  volume  as 


REFEREXCE   BOOKS   AXD    CATALOGUES.  59 

Smith's  "Classical  Dictionary."  Seyffert's  "Dictionary 
of  Classical  Antiquities  "  is  a  standard  work  of  somewhat 
narrower  scope. 

The  innumerable  topics  and  controversies  of  theology 
are  presented  in  the  exhaustive  "  Cyclopaedia  of  Theo- 
logical Literature,"  by  M'Clintock  and  Strong, 

,1  ■\-         1  ■  ,      Theology. 

HI  twelve  volumes.  JN  early  as  extensive,  and 
perhaps  more  scholarly,  are  the  ten  volumes  of  Smith's 
series,  "  Bible  Dictionary,"  "  Dictionary  of  Christian  An- 
tiquities," and  "  Dictionary  of  Christian  Biography." 
Frequent  reference  is  also  made  to  the  Schaff-Herzog 
"  Religious  Encyclopaetlia,"  Blunt's  "  Dictionary  of  The- 
ology," Cathcart's  "  Baptist  Encyclopaedia,"  and  Addis 
and  Arnold's  "Catholic  Dictionary." 

Of  the  peculiar  class  of  books  known  as  dictionaries  of 
quotations,  the  most  important  are  Bartlett's  for  poetry, 
Hoyt  and  Ward's  and  Allibone's  for  both  prose 

,  Quotations. 

and  poetry,  and  Bohn  s  for  classical  quotations 
and  for  proverbs.  The  student  will  also  do  well  to  bear 
in  mind  Wheeler's  "  Noted  Names  of  Fiction,"  which  is 
published  in  revised  form  in  the  supplement  to  the  "  In- 
ternational Dictionary  ; "  and  the  various  reference  books 
by  Brewer,  especially  his  "  Dictionary  of  Phrase  and 
Fable,"  and  his   "  Reader's   Handbook." 

In  studying  synonyms,  the  reader  may  consult  the  lists 
in  the  princijjal  dictionaries,  or,  more  conveniently, 
Smith's    "  Synonyms   Discriminated,"    and   the 

1  f    /-      1  1  101  Ti  .'  TM  Synonyms. 

works  of  Crabb  and  Soule.      Roget  s  "  1  hesau- 
rus "    is   a   work   in   which   the   words   are   arranged    not 
alphabetically,    as    in    the    dictionaries,    but    by   subjects. 
Its  object   is  to  suggest   the    right   word   when    it    cannot 
be  recalled.     The  concordances  most  frequently  used  arc 


6o  THE  MASTERY  OF  BOOKS. 

those   ot    Criiden,   \\)ung-,  and   bLion^   lo   ihc    Bible,  and 
those  of  Clarke  and  Bartlett  to  Shaksperc.     In- 

Concordances.  r  •       -i  i 

doxes  or  a  similar  character  hax'c  been  made 
for  the  writings  of  Milton,  'I'ennyson,  Burns,  Shelley,  and 
others  —  chiefly  poets. 

The  student  who  is  looking  up  some  elusive  point  should 
not  rest  content  with  the  general  reference  books  already 
nieniioned,  nor  abandon  his  search  before  he  has  availed 
himself  of  the  assistance  indicated  in  the  next  division  of 

Indirect  tlic  subjcct,  I'lidiirct  liclps.  Thcsc  are  gener- 
heips.  j^iiy  l^nown  as  catalogues  or  bibliographies,  and 
instead  of  containing  the  information  sought,  they  serve 
merely  as  guideboards  to  point  out  the  sources  of  infor- 
mation. This  class  of  books  Charles  Lamb  places  among 
"  books  that  are  not  books  "  ;  but  certainly  a  carefully  pre- 
pared catalogue,  especially  if  it  is  selective  or  annotated, 
deserves  to  rank  as  a  contribution  to  knowledge,  if  not  to 
literature.  Catalogues  are  of  two  kinds  :  general,  like  the 
Brooklyn  and  Peabody  catalogues,  which  are  limited  only 
by  the  books  in  their  respective  libraries ;  and  special,  like 
President  C.  K.  Adams's  "  Manual  of  Historical  Litera- 
ture," and  Bowker  and  Iles's  "  Reader's  Guide  in  Eco- 
nomic, Social,  and  Political  Science,"  both  of  which  are 
selective  and  annotated.  The  general  works  are  usually 
called  catalogues,  the  special  works,  bibliographies.  Cata- 
logues  exist   in   one   of  two  forms,   written   or 

Catalogues. 

printed ;  and,  while  this  may  be  said  of  all 
books,  catalogues  are  almost  the  only  manuscript  works 
for  which  printing  is  not  always  regarded  as  desirable. 
Few  college  or  other  reference  libraries  at  the  present 
time  print  their  catalogues.  The  gain  does  not  repay  the 
cost,  and  the  inconvenience  of  having  several  alphabets  to 


REFEREiXCE  BOOKS  AND    CATALOGUES.  6 1 

consult,  as  supplements  become  necessary,  is  a  decided 
disadvantage,  ^ilany  libraries,  however,  have  published 
catalogues  that,  from  the  nature  of  their  collections  and 
the  skill  of  the  cataloguer,  form  genuine  contributions  to 
bibliography.  These  the  student  should  be  familiar  with. 
Among  the  most  noteworthy  are  those  of  the  Peabody 
Institute  Library  at  Baltimore,  the  Boston  Athenaeum, 
and  the  Boston,  Brooklyn,  Worcester,  Cleveland,  Cincin- 
nati, and  Providence  public  libraries.  Great  as  is  the 
knowledge  of  books  and  things  demanded  for  their  mak- 
ing, the  plan  of  these  catalogues  is  extremely  simple. 
The  title  of  every  book  is  usually  entered  under  three 
different  headings,  so  that  it  can  be  found  by  one  who 
knows  the  author,  the  subject,  or  the  title.  For  instance, 
the  three  entries  of  James  T.  Fields's  "  Yesterdays  with 
Authors,"  would  be  under  Fields,  the  author  ;  Yesterdays, 
the  title  ;  and  EnglisJt  Literature,  the  subject.  The  great 
catalogues  of  the  Astor  Library  in  New  York  and  of  the 
British  Museum  are  confined  to  the  author  entry. 

There  are  also  certain  catalogues,  not  of  a  library,  but 
giving  all  the  books  in  a  language,  or  a  selection  of  books 
in  one  or  more  languages.  These  works  are  BibUogra- 
especially  helpful  in  selecting  books,  and  no  p*^'^=- 
student  can  afford  to  overlook  them.  Chief  among  them 
arc,  the  •'  British  Catalogue,"  the  "  American  Catalogue," 
Kayser's  "  Bncher-Lexikoii,"  Loronz's  "  Catalogue  de  la 
Libraire  Franqaise^'  Lowndes's  "  Bibliograj^her's  Manual," 
Sonnenschein's  "Best  Books,"  and  the  great  ''Manuel 
du  Libraire''  of  Brunet.  These  works  mention  publishers 
and  prices.  Good  examples  of  special  catalogues,  or 
bibliographies,  are  Gardiner  and  Mullingcr's  "Introduc- 
tion  to   the   Study  of   English    History,"    Sabin's    "  Bibli- 


Indexes. 


62  THE   MASTERY  OF  HOOK'S. 

otheca    Americana,"    and    Winsor's    "Ilantlbook    of    the 
American    Revolution." 

Our  means  of  research  are  j^^reatly  extended  by  the 
booivs  ivnown  as  indexes.  y\n  especially  helplul  work 
of  this  kind  is  the  "iAmerican  Library  Association  In- 
dex to  General  Literature,"  which  is  brought 
down  to  date  in  the  "Annual  Literary  Index." 
The  works  of  miscellaneous  writers  like  Carlyle,  Ruskin, 
and  Macaulay  often  contain  information  discoverable 
through  their  indexes,  which  would  be  hard  to  find  other- 
wise. But  undoubtedly  the  great  index  of  the  world  — 
at  least  in  popularity  —  is  Poole's  "  Index  to  Periodical 
Literature,"  which  unlocks  the  treasures  of  all  important 
magazines  and  reviews  in  the  ICnglish  language.  It  is 
often  advisable,  however,  to  refer  to  the  separate  indexes 
published  by  many  of  the  magazines.  For  out-of-the-way 
information,  the  collective  or  annual  indexes  to  "  Notes  and 
Queries,"  —  both  the  British  and  the  American  publica- 
tions of  this  name,  —  should  not  be  neglected.  A  con- 
venient series  has  been  issued  under  the  title  of  "  0.  P. 
Indexes,"  several  of  the  volumes  covering  the  chief  Ger- 
man and  French  magazines  ;  though  for  most  foreign 
periodicals  we  have  still  to  depend  upon  their  own  indexes. 
The  quotation  from  Pope  which  their  compiler,  Mr.  Gris- 
wold,  chose  for  these  indexes  may  fitly  close  our  general 
discussion  of  reference  books  :  — 

"  How  index  learning  turns  no  student  pale, 
Yet  holds  the  eel  of  science  bv  the  tail." 


CHAPTER    V. 
PERIODICALS. 

In   a  clever  bit   of  fancy  entitled  "The   Nation's  Un- 
known   Guest,"    Mrs.    Alice   Wellington    Rollins    has  pic- 
tured an    imaginary  visit    of    Columbus   to  the    coiumbus 
World's    Fair.      Of  all   the   objects    of    wonder     and  the 
which  meet  his  gaze  in  the  fair  itself,  nothing    "^"'^p^p"- 
astonishes   him   more  than  the  newspapers   which   he   is 
clamorously  pressed  to  buy.     At  last,  after  purchasing  a 
copy,  he  remarks,  "  Print !  it  is  all  in  print !  and  such  fine 
print !     Can  it  be  that  literature  is  now  in   the  hands  of 
the  people,  and  for  two  cents  .'     Truly,  there  is  enough 
here  for  a  winter's  reading.     I  will  save  it  for  the  winter." 

There  is  no  anachronism  in  thus  ascribing  to  Columbus 
an  ignorance  of  the  newspaper,  for  the  earliest  form  of 
the   modern  periodical,   the    "  News    Bulletin,"     ^^.^^^^  ^^ 
dates  from  the  year  1498,  six  years  after  the    the  news- 
discovery    of    America.       But    this    publication       ^^''"' 
appeared    only    irregularly.      The   real    progenitor   of    the 
modern  newspaper  saw  the  light  more  than  a  century  later 
in  Germany,  the  oldest  copy  preserved  bearing  the  date 
161 5,   the    year  before    Shakspere's    death.      Publications 
that  can  be  compared  to  the  modern  newspaper  existed, 
however,  in  Rome  and  Greece,  and  a  thousand  years  earlier 
in  China  ;  but  the  modern  daily  paper,  as  we  now  know 
it,  is  scarcely  older  than  the  la.st  quarter  of  the  nineteenth 
century.      I'or  it  is   the  product  not  merely  of  the  art   of 

63 


64    -  THE  MASTERY  OF  BOOKS. 

print iny;,  but  also  of  the  power  perfecting  press,  and  the 
still  more  recent  developments  of  photographic  engraving ; 
while  the  telegraph,  the  ocean  cable,  and  the  telephone  are 
perhaps  ctiually  iinpoilant  factors  in  its  production. 

\\\\\  \\c  must  tirst  detine  the  woid  periodical,  which  we 
ma}  agree  to  regard  as  a  iniblication  appearing  generally 
Definition  of  at  rcguhu'  iulcrvals,  and  having  no  natural  ter- 
periodicai.  niinatiou.  Appleton's  "  Cyclopaedia  "  was  is- 
suctl  at  the  rate  of  about  five  xolumes  a  year,  but  that  fact 
did  not  constitute  it  a  ])eriodical,  since  it  had  a  natural 
termination  in  the  letter  Z.  Appleton's  "Annual  Cyclo- 
paedia "  appears  only  once  a  year,  but  it  has  no  natural  ter- 
mination, and  is  therefore  a  periodical.  The  "  Ten-Year 
Book  "  of  Cornell  University,  the  triennials  and  quinquen- 
nials of  other  colleges,  as  well  as  their  annual  catalogues, 
are  all  periodicals.  The  postal  law  excludes  annuals  from 
periodical  rates,  but  the  distinction  is  purely  an  arbitrary 
one. 

Periodicals  are  generally  classed  according  to  their  in- 
tervals of  publication,  and  we  shall  find  that  this  arrange- 
ciasses  of    mcut    brings    together   groups   that   have   other 
periodicals,   characteristics  in  common.      Thus  the  annuals, 
when  not  reports  of  societies  or  institutions,  are  generally 
historical  or  statistical,  formerly  also  literary.     Such  are 
Appleton's    "Annual    Cyclopaedia,"    the    "An- 

Annuals. 

nual  Register,"  the  ''  AbnanacJi  de  Got/ia,''  the 
"World  Almanac,"  the  "Statesman's  Year-Book,"  and 
other  works  of  similar  nature.  Semiannuals  are  not  com- 
semi-  mon.  They  generally  represent  some  high 
annuals,  grade  of  Scientific  work  which  can  command 
only  a  few  subscribers,  or  else  are  published  at  this  inter- 
val for  reasons  of  convenience.     A  work  of  importance  to 


PERIODICALS.  65 

bookbuyers,   Hinrichs's    "  Half-Yearly   Catalogue   of   Ger- 
man  Publications,"   niav  stand  for  this  class. 

The  quarterlies  are  the  heavy  artillery  of  periodical 
literature  ;  though  —  to  continue  the  illustration  —  rapid- 
firing  arms  ha\-e  in  recent  years  greatly  dimin- 

Quarterlies. 

ished  their  supremacy.  At  one  time  all  impor- 
tant articles  appeared  in  this  form,  but  the  practice  is 
now  confined  mainly  to  scientific  and  philosophical  pub- 
lications. In  this  department  we  find  the  "  Edinburgh," 
"  Quarterly,"  and  "  Scottish  "  reviews,  the  "  English  His- 
torical Magazine,"  "  Mind,"  and  many  periodicals  re- 
stricted to  special  subjects.  In  our  own  country  this 
class  includes,  for  instance,  the  old  "  North  American," 
and  many  defunct  reviews,  the  "  Political  Science  Quar- 
terly," and  the  "  Quarterly  Journal  of  Economics,"  but 
few  current  publications  of  a  literary  character. 

Modern  life  moves  too  fast  for  readers  to  wait  three 
months  for  the  next  installment  of  a  continued  story  or 
discussion,  and   so   in   our  generation  the  favo- 

.  Monthlies. 

rite  class  of  magazmes  has  come  to  be  the 
monthly.  In  the  old  review,  in  deference  to  its  name, 
every  article  pretended  to  give  a  critical  discussion  of  one 
or  more  books  ;  though,  as  a  matter  of  fact,  the  reviewer 
generally  took  the  book  as  a  mere  text  or  pretext  for  his 
own  discourse.  The  modern  magazine  has  dropped  the 
superfluous  and  misleading  fiction  of  the  review,  and 
frankly  sets  out  to  instruct  or  entertain  its  readers  in 
any  way  it  sees  fit.  Among  the  most  important  maga- 
zines published  in  ICngland  are  the  "  XineteeiUh  Century," 
the  "Westminster,"  "  Coiitem|)()rary,"  and  "  l•^)rtnightly  " 
reviews,  the  latter  being  published  monthly  in  spite  of  its 


KOOP.  MAbT.  OF  BKS.  —0. 


66  THE   MASTERY  OF  BOOKS. 

name,  and  the  "  English  Ilhistrated,"  "  Blackwood's,"  and 
"  Macmillan's  "'  magazines.  The  .American  ri\als  of  these 
are  chiefly  the  "  Atlaiilic  Monthly,"  "Harper's,"  "  Scrib- 
ner's,"  "  McClure's,"  ihc  "  I'cntui)-,"  the  "Cosmopolitan," 
the  "Arena."  the  "  I'\)rum,"  "North  American  Review," 
"  New  I'jigland  Magazine,"  "  Popular  Science  Monthly," 
"Catholic  World,"  and  "Vale  Review."  The  "Philo- 
sophical "  and  "  Geological  "  re\'iews  appear  at  the  unusual 
intervals  of  \.\\o  months,  and  a  month  and  a  half,  respec- 
ti\'el}-.  A  wortl  should  be  said,  in  passing,  of  the  long  list 
of  defunct  magazines,  some  of  which,  like  "  I'raser's  "  in 
England,  and  "  Putnam's  "  in  America,  have  never  been 
entirely  replaced.  Some  few  magazines,  like  "  Marper's," 
the  "  Review  of  Reviews,"  and  the  "  Bookman,"  are  pub- 
lished simultaneously  in  PZngland  and  America,  but  with 
certain  variations  to  suit  their  different  constituencies. 

The  word  magazine  has  almost  come  to  mean  an  illus- 
trated monthly  publication  ;  and  while  the  introduction  of 
niustrated     pictures  is  not  entirely  new,  since  it   began  in 
magazines.    ^\^(^   f^-gt   j-^^jf  (^f  ^j-^g  nineteenth   century,  it  is 

only  in  the  last  quarter  of  the  century  that  the  illustra- 
tions have  taken  on  such  a  character  as  to  make  them  a 
controlling  element  of  the  periodical's  success.  Since  1880, 
"Harper's,"  the  "Century,"  "  Scribner's,"  and  the  "Cos- 
mopolitan," and  since  1890,  "McClure's,"  "  Munsey's," 
and  "  Peterson's  "  have  each  attained  to  a  circulation  that 
leaves  the  pictureless  magazines  hopelessly  in  the  rear. 
An  excellent  idea  of  the  complex  elements  that  go  to 
make  up  a  modern  illustrated  magazine  is  given  in  a 
little  pamphlet  issued  by  the  Cosmopolitan  Company, 
which  describes  the  financial  conditions  under  which  a 
great    magazine    has    to   be   conducted,    and    makes    clear 


PERIODICALS.  6"/ 

that  the  day  of  small  things  in  such  enterprises  is  for- 
ever past.  Yet  due  admiration  for  the  promoters  of  these 
financial  ventures  should  not  cancel  our  respect  for  the 
publishers  of  purely  literary  monthlies  like  the  "  Atlantic 
Monthly  "  and  some  of  the  English  magazines,  who  have 
steadfastly  resisted  all  the  seductions  of  large  sales  as 
the  reward  of  merits  often  at  variance  with  those  of 
literature. 

The  fortnightly  is  the  favorite  form  of  periodical  on 
the  continent  of  Europe.  The  greatest  literary  magazine 
in   the  world,  the   ''Revue  des   Deux  Mondesi' 

Fortnightlies. 

appears  twice  a  month.  But  among  English 
readers  this  period  has  not  proved  a  popular  one,  the 
"Fortnightly  Review,"  as  we  saw,  having  been  changed  to 
a  monthlv.  Even  in  passing  from  quarterlies  to  month- 
lies wc  detect,  as  a  rule,  a  greater  popularity  or  brevity 
of  subject  matter  as  connected  with  greater  freciuency  of 
publication  ;  but  in  passing  to  the  weeklies  these  qualities 
become  distinctly  marked.  They  are  still  far  from  the 
stage  of  truly  ephemeral  literature,  or  writings  designed 
only  for  the  day,  but  by  one  simple  test  it  can  be  shown 
how  much  less  permanent  are  weekly  publications  than 
periodicals  issued  at  longer  intervals.  While  the  weeklies 
published  greatly  outnumber  all  other  periodicals,  our 
college  libraries  bind  and  preserve  about  one  weekly  for 
every  two  quarterlies  or  three  monthlies.  This,  at  least, 
is  the  case  at  Brown  University  ;  where  only  one  sixth  of 
the  periodicals  bound  are  weeklies,  and  these,  for  the 
most  part,  are  not  devoted  to  general  literature,  but  bear 
directly  upon  the  work  of  some  department  of  the  uni- 
versity. 

It   is  worth  noticing  that  none  of  the  periodicals  thus 


68  THE  MASTERY  OF  BOOKS. 

far  considered  have  been  devoted  to  the  spread  of  news, 
f(M-  in  our  day  the  newspaper  is  seldom  a  weekly,  except 
in  limited,  particularly  rural,  districts.  The  weekly  \s,  par 
cxcclh'HCi\  the  "organ."  Ouartcrl}-  or  monthly  publication 
is  too  infrequent  to  hammer  a  new  doctrine  into  the  public 
mind,  while  there  ai"e   few  theories  substantial 

Weeklies.  ,-  •    ,  •    i    r  i    -i       ■  i 

enough  to  turnish  material  tor  a  daily  journal ; 
so  the  weekly  becomes  the  mouthpiece  of  the  reformer. 
While  there  are  many  weeklies  of  general  scope,  — jour- 
nals of  civilizatio7i,  —  most  weekly  publications  have  some 
page  or  column  to  which  the  rest  is  an  appendage.  The 
movements  which  these  numerous  organs  represent  are 
as  various  as  human  interests.  Religion,  education,  tem- 
perance, health,  housekeeping,  fashion,  sport,  humor,  sci- 
ence, industry,  are  themes  each  of  which  has  not  only  one 
but  many  weekly  exponents.  With  reference  to  their 
make-up,  two  peculiar  classes  of  weekly  papers  merit 
especial  notice.  First,  those  made  simply  by  compilation 
from  the  daily  paper  published  in  the  same  office.  These 
papers  are  apt  to  be  patchy  ;  but  they  can  be  sold  at  a 
much  lower  price  than  original  weeklies,  since  they  are 
made  up  from  the  type  of  the  daily  issues,  and  involve 
little  new  typesetting.  Secondly,  the  special  editions  of 
daily  papers,  issued  on  one  day  of  the  week,  usually 
Saturday  or  Sunday.  The  delightful  Saturday  edition  of 
the  Boston  "Transcript"  is  a  good  instance  "of  this  class, 
while  the  Sunday  paper,  which  may  have  been  an  out- 
growth of  the  Saturday  publication,  is  familiar  ad  nauseam. 
The  latter  publication  is  often  quite  distinct  from  the 
week-day  journal  whose  name  it  bears,  and,  as  a  rule,  is 
more  distinguished  for  spread  of  canvas  than  for  cargo. 
Since  the  recent  introduction  of  coarsely-engraved  pictures 


PERIODICALS.  69 

into  daily  journals,  the  character  of  the  Sunday  paper  has, 
if  possible,  declined.  Many  are  the  devices  for  cheapen- 
ing production  in  our  weekly  and  daily  papers.  Patent 
insides,  stereotyped  strips,  and  syndicate  articles  are 
among  the  most  familiar.  On  one  occasion  an  eight-page 
Vermont  weekly  came  to  its  subscribers  shorn  of  half  its 
fair  proportions.  The  explanation  was  frankly  given  that 
its  patent  insides  had  not  arrived  in  time.  On  the  whole, 
however,  weekly  papers  are  written  with  more  care,  and 
read  more  attentively  than  the  dailies  ;  and,  since  they 
are  for  the  most  part  printed  on  fairly  good  paper,  they 
stand  some  chance,  in  contrast  to  the  dailies,  of  being 
accessible  to  future  generations.^ 

1  Our  daily  journals  are  at  present  printed  on  paper  of  such  poor  quality 

that  if  a  single  number  of  a  newspaper  of  our  time,  even  of  those  bound  and 

preserved   in  fireproof   libraries,  is    in  existence  one  hundred 

.         .,,    ,  ••,<«!  Perishability 

years  from  now,  it  will  be  as  great  a  curiosity  as  a      brown      o(  ^o^ern 

Greek  manuscript  "  is  to-day.     We  have  on  our  library  shelves      ^qo)s_s  and 
books  over  four  hundred  years  old,  printed  on  linen  paper,  the  papers, 

pages  of  which  present  as  brilliant  a  contrast  of  white  and  black 
as  is  displayed  by  the  finest  productions  of  the  modern  press ;  while  we  have 
numerous  other  books  not  yet  ten  years  old  which  are  already  beginning  to 
crumble  with  age.  These  are  sometimes  costly  books,  and  often  official 
documents  of  great  importance.  But,  unless  they  are  reprinted  on  good 
paper  before  many  years,  the  records  they  seek  to  transmit  to  future  genera- 
tions might  almost  as  well  have  been  written  in  water.  The  rapid  decay  of 
the  paper  is  due  to  the  use  of  wood-pulp  stock  in  place  of  linen  or  cotton 
rags.  The  reason  for  its  use  is  of  course  cheapness.  Librarians  have  long 
protested  against  the  evil,  but  to  no  purpose.  They  have  entreated  that  a  few 
copies,  at  least,  of  our  leading  dailies  and  weeklies  might  be  printed  on  good 
rag  paper,  in  order  that  these  important  documents  might  be  preserved  for 
the  students  of  future  centuries,  but  the  reply  is  always  returned  that  it  will 
not  pay.  A  cynic  might  be  justified  in  saying  that  while  the  great  civiliza- 
tions of  the  past  have  left  behind  them  memorials  that  give  promise  of  lasting 
as  long  as  the  race  endures,  our  own  ephemeral  civilization  has  been  self- 
doomed  to  trace  its  records  upon  a  material  less  enduring  than  the  life  of  an 
individual.     See  "  Publishers'  Weekly,"  March  9,  1895. 


70  THE  MASTERY  OF  BOOKS. 

After  all,  the  real  subject  of  the  present  chapter  is 
Daily  the  daily  newspaper,  for  it  forms  the  intellect- 
newspapers.  yyy\  food,  the  school  and  college,  of  the  great 
majority  oi  the  world's  readers.  In  the  early  hours  of  this 
morning  there  was  produced  in  the  United  States  alone 
nioie  printed  matter  than  was  in  existence  in  the  whole 
world  one  hundred  years  ago  ;  and  every  word  of  all  this 
print  has  lound  its  readers,  some  portions  their  hundreds 
of  thousands  of  readers.  In  respect  to  all  important  items 
of  news,  the  millions  of  readers  all  over  our  land  —  in 
respect  to  the  most  important  items  of  news,  the  readers 
of  the  whole  world  —  ha\e  had  exactly  the  same  source  of 
information.  Never  was  there  an  equalizing  influence  in 
all  the  history  of  human  kind  that  for  a  moment  could 
compare  with  this.  King  and  hod-carrier,  banker  and 
bootblack,  scholar  and  shopgirl,  have  all  received  their 
knowledge  of  current  events  through  the  same  channel. 
Truly,  as  an  acute  English  critic  has  expressed  it,  in  place 
of  the  three  powers,  or  estates,  that  ruled  the  world  a 
century  ago,  there  is  now  not  a  fourth  estate,  but  only 
one —  the  press. 

In  a  study  of  journalism  it  would  behoove  us  to  con- 
sider what  the  press  ought  to  be,  and  how  to  make  it  so  ; 

Faults  of    but  the  present  discussion  must  be  restricted  to 

the  press.  ^  Statement  of  just  what  the  daily  paper  is,  and 
why  it  is  so.  Knowing  its  faults,  we  shall  be  warned  against 
them  ;  and  knowing  their  causes,  we  shall  not  be  hasty 
either  in  our  condemnation  of  them,  or  in  our  acceptance 
of  any  remedies  proposed  for  their  correction.  Their  sins 
indeed  are  as  scarlet.  Says  a  world-famous  astronomer 
and  author  ^  :  — 

^  Camillc  Flammarion  in  "Omega." 


PERIODICALS.  71 

"  The  journals  of  the  world  have  long  since  become  purely  busi- 
ness enterprises.  The  sole  preoccupation  of  each  is  to  sell  every 
day  the  largest  possible  number  of  copies.  They  invent  false  news, 
travesty  the  truth,  dishonor  men  and  women,  spread  scandal,  lie 
without  shame,  explain  the  devices  of  thieves  and  murderers,  pub- 
lish the  formulas  of  recently  invented  explosives,  imperil  their  own 
readers,  and  betray  every  class  of  society,  for  the  sole  purpose  of 
exciting  to  the  highest  pitch  the  curiosity  of  the  public,  and  of 
'selling  copies.' " 

But,  granting  the  worst  that  can  be  charged  against  the 
press,  its  flaunting  commercialism,  its  grovehng  aims,  its 
moral  cowardice,  its  party  or  caste  sophisms  in  the  place 
of  convictions,  its  truckling  to  mere  success  and  power  — 
granting  all  this,  what  do  we  find  the  press,  after  all,  but 
a  mirror  of  the  life  of  our  age }  The  reform  of  the  press 
is  therefore  simply  the  reform  of  society  itself. 

To  its  publisher,  the  newspaper  is  simply  and  solely  a 
means  of  making  money.      As  an  experienced  journalist 
acknowledges  ^  :  "  The  fundamental  principle  of    thc  news- 
metropolitan  journalism  to-day  is  to  buy  white    P^f^""  ^^°^ 

thepublish- 

paper  at  three  cents  a  pound  and  sell  it  at  ten  er-s  point  of 
cents  a  pound.  And  in  some  quarters  it  does  view, 
not  matter  how  much  the  virgin  whiteness  of  the  paper 
is  defiled,  so  long  as  the  defilement  sells  the  paper."  Nor 
is  even  this  proportion  great  enough.  The  newspaper  is 
a  device  for  buying  paper  and  getting  a  profit  on  it  before 
it  has  begun  to  be  sold  ;  for  it  is  stated  as  a  fact  that  our 
more  prosperous  newspapers  could  all  be  given  away  and 
still  be  published  at  a  profit.  This  is  made  possible,  as 
everyone  knows,  through  their  advertisements.  When 
it  is  remembered  that  some  business  firms  spend  ;i  thou- 
sand dollars  a  day  in  advertising,  the  enormous  importance 

'  J.  \V.  Kclkr,  in  "The  Forum,"  vol.  xv.,  1893. 


72  THE   MASTERY  OF  BOOKS. 

of  this  Icaturc  in  ihc  cH)iintini;-i()()in  of  the  newspaper  be- 
comes at  once  apparent,  —  an  importance  felt  throughout 
the  entire  character  of  the  paper.  For,  in  order  to  attract 
advertisers,  a  paper  must  <;ain  a  wide  circulation,  and,  more- 
over, the  chief  profit  of  a  large  circulation  comes  from 
advertisers,  not  from  subscribers.  There  is,  therefore,  a 
pressure  on  the  business  management  not  merely  for  large 
returns  from  daily  sales,  but  also  for  such  returns  as  rep- 
resent large  daily  sales.  A  circulation  of  twenty  thousand 
copies  at  five  cents  each,  representing  a  daily  income  from 
direct  sales  of  a  thousand  dollars,  is  nowhere  near  so  prof- 
itable as  a  circulation  of  fifty  thousand  papers  at  two  cents 
a  copy,  though  the  daily  receipts  from  sales  are  the  same  ; 
for  advertising  space  in  a  paper  of  fifty  thousand  circula- 
tion is  two-and-a-half  times  as  valuable  as  in  a  i)aper  cir- 
culating only  twenty  thousand  copies. 

So  the  newspaper  has  not  the  choice  of  finding  fit  au- 
dience, though  few  ;  it  must  obtain  a  numerous  patronage, 
or  cease  to  exist.  The  newspaper  must,  therefore,  first  of 
all  be  a  w^-wj-paper.  It  must  cater,  not  to  say  pander,  to 
the  curiosity  of  the  great  public.  So  insistent  is  the  public 
on  this  point,  that  one  of  our  great  papers  is  said  to  have 
permanently  lost  a  large  percentage  of  its  subscribers 
because  once,  through  some  accident,  it  failed  to  report  an 
important  local  fire.  But  provided  all  the  news  be  given, 
the  public  seems  to  demand  little  distinction  between  the 
important  and  the  unimportant.  Indeed,  the  items  of  real 
moment  are  often  hard  to  discover  amid  the  overgrowth  of 
matters  of  no  rational  concern  to  any  human  being,  which 
yet  make  up  nine-tenths  of  the  "news  "  in  every  morning 
and  evening  paper.  It  would  be  pleasant  if  we  could 
regard  this  false  perspective  of  values  as  a  temporary,  or 


PERIODICALS.  73 

at  least  a  diminishing,  evil  in  journalism.  But  a  recent 
critic  ^  has  noted  that  in  a  New  York  newspaper  of  the 
highest  class  the  literary  element  in  the  Sunday  edi- 
tion, from  1 88 1  to  1893,  sank  to  one  third  of  its  former 
proportions,  while  mere  gossip  had  increased  twenty-three 
times.  The  increase  of  sporting  news  from  one  column  to 
six  and  a  half,  and  the  dropping  of  religious  matter  from 
two  columns  to  nothing,  can  hardly  be  looked  upon  as  an 
improvement  ;  but  it  is  scarcely  more  startling  than  the 
changed  proportions  of  gossip  and  literature. 

Most  papers  are  ostensibly  addressed  to  all  grades  and 
shades  of  readers ;  but,  as  a  matter  of  fact,  the  newspaper 
world,  like  the  geographical  globe,  is  divided  by  classes  of 
its  parallels  and  meridians.  One  set  of  divisions,  papers, 
which  we  may  let  the  meridians  represent,  mark  off  the 
reading  public  into  parties  and  sects.  The  other  dividing 
lines,  like  parallels,  separate  them  into  classes  and  grades. 
So  we  find  one  Republican  paper,  for  instance,  designed 
more  especially  for  the  upper  class  of  society,  another  for 
the  middle  class,  another  for  the  lower  class.  The  same 
principle  holds  good  with  regard  to  the  organs  of  most 
parties  and  sects.  It  is  worth  remarking  that  the  so-called 
independent  papers  are  generally  so  only  in  respect  to 
party  divisions.  Socially  they  are  apt  to  be  as  narrow 
in  their  sympathies  as  any  partisan  journals.  No  fair- 
minded  person  can  fail  to  deplore  the  connection  of  party 
or  class  j^rejudice  with  the  dissemination  of  Party  spirit 
news.  At  present,  however,  the  reader  must  >"  journalism. 
accept  the  press  as  overwhelmingly  jDartisan.  On  this 
basis  it  is  evident  that  a  newspaper  has  first  of  all  to 
please  enough  members  of  a  jiarty  or  sect  to  insure  its 

'  Mr.  J.  G.  .Speed,  in  "The  Forum,"  vol.  xv.,  1893. 


74  THE  MASTERY  OF  BOOKS. 

circulation.  To  tlo  this  it  must  never  depart  so  far  from 
the  bias  ol"  its  patrons  as  to  seek  to  lead  their  opinions ; 
though  it  must  make  great  professions  of  leadership.  It 
will  even  assume  leading  positions  —  but  always  in  non- 
essentials. It  must  flatter  the  choice  of  its  buyers  by 
constantly  boasting  of  its  infallibility,  while  it  conceals 
the  often  insignificant  personality  of  its  writers  behind 
the  editorial  "  We."  In  France  signed  articles  are  the 
rule;  but  this  practice  is  condemned  by  so  liberal  a  critic 
as  Zola,  on  the  ground  that  it  reduces  journalism  to  a 
personal  squabble,  though  it  certainly  is  in  the  interest  of 
truth  that  the  public  should  know  who  are  its  informants 
and  professed  instructors. 

Moreover,  to  the  editor  himself  this  loss  of  personality 
is  an  important  concern.  No  matter  what  his  own  views 
Hireling  are  he  must  echo  the  opinions  of  the  manage- 
journahsts.  nicnt,  or,  rathcr,  the  opinions  adopted  by  the 
management  as  the  most  paying  for  the  paper  to  advo- 
cate ;  for  the  owners  as  well  as  the  writers  of  a  paper 
may  have  no  belief  in  its  so-called  "principles."  A  hun- 
dred years  ago  in  France,  one  man  published  two  papers. 
"Zi?  Moniteur  Utiivo'sel,"  which  took  the  side  of  the  gov- 
ernment, and  "  Le  Journal  Public,'"  which  sided  with  the 
opposition.  One  of  the  most  interesting  episodes  in  the 
history  of  journalism  is  the  shifting  of  these  papers  in  re- 
sponse to  the  political  changes  which  were  then  taking 
place  in  France.  Let  the  student  who  has  access  to  a  file 
of  the  ^^ Moniteur'''  trace,  for  instance,  its  utterances  dur- 
ing Napoleon's  triumphal  march  from  Elba  to  Paris.  The 
manner  in  which  the  epithets  applied  to  the  emperor  de- 
creased in  hostility  as  he  approached  the  capital  is  one  of 
the  curiosities  of  journalism. 


PERIODICALS.  75 

A  certain  Republican  paper  in  New  England  had  at  one 
period  not  a  Republican  connected  with  it.  In  fact,  this 
divorce  of  expression  from  belief  is  so  common  that  an 
editor,  in  considering  a  new  position,  never  stops  to  ask  the 
political  complexion  of  the  paper  he  contemplates  writing 
for.  Sometimes,  when  an  editor  is  sick,  his  rival  will  fur- 
nish his  editorials  in  addition  to  his  own,  and  thus  in  one 
paper  demolish  the  arguments  he  has  just  constructed  in 
another ;  while  perhaps  his  own  convictions  agree  with 
neither.  Journalists  have  even  been  known  to  hold 
debates  with  themselves  in  rival  papers.  But  in  spite  of 
the  commonness  of  this  special  pleading,  this  hired  advo- 
cacy of  unbelieved  opinions,  it  can  hardly  reconcile  itself 
with  morals  ;  and  we  may  well  recall  the  saying  of  Haw- 
thorne, that  no  man  can  wear  one  face  to  himself  and 
another  to  the  world,  without,  after  a  while,  becoming 
confused  as  to  which  is  the  true  one. 

In  view  of  these  facts,  how  shall  we  read  the  news- 
papers and  yet  preserve  our  integrity  .^  We  must  simply 
learn  to  make  allowance,  to  read  between  the 

How  to 

lines.     When  we  have  taken   the  party  longi-    obtain  the 
tude  and  social  latitude  of  a  paper,  we  know  its    truth  from 

newspapers. 

position.  We  know  what  it  regularly  cries  up, 
and  what  it  as  regularly  cries  down.  We  are,  therefore, 
on  our  guard  as  to  accepting  its  opinions  either  way.  Dr. 
Samuel  Johnson  never  mentioned  Whigs  but  with  con- 
tempt. Accordingly  we  know  how  to  value  the  great 
essayist's  opinion  in  party  matters.  But,  hostile  as  party 
spirit  is  to  truth  and  right  social  order,  the  journalism  of 
our  day  is  so  interwoven  with  it,  that  often  the  best  one 
can  do  is  to  read  the  foremost  opposing-  papers  and  use 
their  conflicting  statements  as  an  offset  one  to  the  other. 


"J^  THE   MASTERY  OF  BOOKS. 

Unless  :"i  man  would  be  out  of  the  world  he  must  needs 
read  the  papers  ;  hut,  until  he  has  trained  his  eyes  to  read 
between  ami  behiiul  their  lines,  his  safest  course  is  to  read 
both  sides,  and  always  to  read  with  his  eyes  wide  open. 
One  wholesome  result  to  a  young  man  from  all-round 
newspaper  reading;  is  the  enforced  realization  of  the  fact 
that  man\-  people  in  the  world  look  at  things  in  a  very  dif- 
ferent way  from  himself,  or  his  party,  or  his  social  class. 

Formerly,  at  our  college  commencements,  candidates  for 

the  master's  degree  delivered  orations  immediately  follow- 

_.  ing  those  of  the  graduating  students.      But  the 

The  press  a  '-  o  &  •■     ^ 

mirror  of  coutrast  in  tonc  was  so  great,  the  students  just 
the  world.  gQiiig  out  iuto  Hfc  wcrc  so  optimistic  and  confi- 
dent, the  men  who  had  already  had  three  years'  experience 
of  the  world  were  so  embittered  and  cynical,  that  in  one 
of  our  colleges,  at  least,  the  practice  was  for  this  very 
reason  discontinued.  Why  were  the  bachelors  of  arts  so 
hopeful,  the  masters  of  arts  so  disillusioned  and  despon- 
dent }  Simply  because  the  college  of  that  day  afforded  no 
preparation  for  actual  life,  and  even  stood  in  the  way  of  a 
just  knowledge  of  it.  Our  colleges  do  better  now  ;  but 
there  is  none  so  practical  that  its  students  can  afford  to 
overlook  the  picture  of  life  presented  by  the  newspapers, 
and  the  working  knowledge  it  affords  of  the  world  they 
are  destined  to  enter. 

The  great  cathedrals  of  the  Middle  Ages,  with  their 
carvings  and  sculptures,  which  illustrated  all  subjects  from 
The  epic  of  the  sacrcd  to  the  grotesque,  have  been  called 
modern  life.  |-]^g  ncwspapcrs  of  their  time.  There  is  no 
doubt  that  the  theater  of  Shakspere's  day,  with  its  suc- 
cession of  novelties,  and  its  wide  range  of  historical  and 
literary  material,  filled  many  of  the  ofifices  of  the  modern 


PERIODICALS.  jy 

daily  paper.  But  it  may  well  be  doubted  if  either  the 
majestic  and  quaint  cathedrals  or  the  mighty  Shak- 
sperean  drama  presented  such  a  wealth  and  variety  of 
dramatic  spectacle  as  the  modern  newspaper  daily  un- 
rolls before  our  eyes.  In  the  morning  paper  the  whole 
world  of  the  past  twenty-four  hours  is  spread  before  us  as 
on  a  map.  The  great  deeds  of  world-wide  import,  inter- 
mingled with  the  petty  occurrences  of  our  own  neighbor- 
hood, are  all  there  presented.  Many  a  novelist  has  drawn 
his  deepest  inspiration  from  the  newspapers ;  and  we 
may  be  confident  that,  if  the  Columbus  of  our  story  had 
really  taken  his  newspaper  home  and  devoted  the  winter 
to  a  careful  reading  of  it,  had  let  his  imagination  play  over 
its  contents  and  his  sympathy  and  indignation  resjDond  to 
the  varied  calls  therein  made  upon  them,  —  we  may  be 
sure  that  he  would  not  have  found  the  winter  long  enough 
to  exhaust  the  supply  of  suggestion  contained  in  a  single 
newspaper. 


CHAPTER    VI. 

MEMORY  AND  NOTE-TAKING. 

In   these   days   of  interest   in   folk-lore,  no   apology   is 
necessary  for  introducing  the  present  discussion  of  mem- 
Mnemonics    ^^7  ^^Y  ^^^  iHustration  drawn  from  the  story  of 
of  "Hop  o"   "Hop  o'  My  Thumb."     The  reader  will  recall 
^     ""^  ■    how  the  hero  of  the  tale,  on  overhearing  that 
he  and  his  brothers  were  to  be  led   into   the  woods  and 
abandoned,  filled  his  pockets  with  white  pebbles  from  the 
brook,    which    in    the    course    of  their    journey    he    slyly 
dropped  along  the  way,  so  that  when  the  children  were 
left  alone  he  was  able  to  lead  them  home  again,  by  re- 
collecting the   pebbles  which  marked   their  course.     On 
another  occasion  he  overslept,  and  had  only  time  to  snatch 
a  crust  from  the  table.     This,  when  scattered  in  crumbs 
along   the   route,  was  eaten  by  the  birds,  and  when  the 
children  sought  to  return  they  could  not  find  their  way ; 
they  had  lost  the  power  of  re-collection.^     This 

Recollection.         .         ^     ,  ...  ,        . 

epic  of  the  nursery  is  introduced  to  emphasize 
the  fact,  that  what  we  are  chiefly  concerned  with  is  not  the 
retentive,  but  the  reproductive,  memory  ;  not  the  power  to 
The  retentive  remember,  but  the  power  to  recall.  The  mem- 
memory.  Qj-y^  jj^  fact,  appears  to  retain  everything  once 
intrusted  to  it,  —  even  unconscious  impressions.  But  the 
facts    retained,    like    a    railroad    ticket    which    has    been 

.  ^  For  the  suggestion  of   thi.s  illustration  I  am  indebted  to  Middleton's 
".Ml  about  Mnemonics." 

78 


MEMORY  A. YD   NOTE- TAKING.  79 

mislaid,  are  of  little  use  unless  they  can  be  produced  on 
demand.  Still,  the  wonders  of  the  retentive  memory  are 
so  astonishing  that  a  few  instances  deserve  to  be  cited. 

An  uneducated  German  girl,  in  the  delirium  of  fever, 
spoke  Latin,  Greek,  and  Hebrew.  She  was  at  first 
thought  to  be  possessed  of  a  devil  ;  but  it  was  recalled 
that  in  childhood  she  had  lived  in  the  house  of  a  priest 
who  was  accustomed  to  walk  up  and  down,  reading  aloud. 
His  books  were  searched,  and  the  very  passages  she  had 
recited  were  discovered.  Thus,  what  she  had  heard  with- 
out understanding,  or  even  consciously  listening  to,  had 
nevertheless  remained  in  her  memory.  Another  instance 
is  that  of  a  Welshman,  who  had  lost  the  power  to  speak 
his  native  language,  but  while  suffering  from  a  blow  on 
the  head  could  speak  only  Welsh.  When  he  recovered 
his  health  his  command  of  his  mother  tongue  again  for- 
sook him.  A  great  niudern  linguist,  by  a  similar  accident, 
lost  his  knowledge  of  several  languages. 

But,  ordinarily,   when  we   speak   of   memory  we   mean 
the  power  of  recollection.      In   the  definition  of  the  dis- 
tinguished   memory-teacher,   Dr.    lulvvard   Pick,   Definition  of 
"Memory  is  that  faculty  of  the  mind  by  which      memory 
ideas  arc   reproduced  exactly,   and   without   any   change." 
Of    this    reproductive    memory    some    classical    instances 
may  be  cited.     Themistocles  is  said  to  have  known  each 
of   the    twenty   thousand    citizens    of    Athens  ;     powerful 
and  a  similar  acquaintance  with  the  inhabitants    memories, 
of  Rome  is  ascribed  k)  Scipio.     Caesar  is  recorded  to  have 
known  the  names  of  all  his  soldiers.     What   is  quite  as 
wonderful,  old  John   Brown  could  instantly  detect  a  new 
face  in  his  flock  of  three  thousand  sheep.     Macaulay  and 
Lord  Granville  could  repeat  the  New  Testament  in  Greek ; 


8o  THE   MASTERY  OF  BOOKS. 

and  Macaulay,  furthermore,  could  give,  word  for  word,  the 
Old  Testament  in  English,  as  well  as  "  Paradise  Lost  " 
and  "  Pilgrim's  Progress."  The  actor  Cooke  once,  on  a 
wager,  committed  to  memory  every  word  of  a  daily  paper. 
Bossuet,  the  greatest  of  P'rench  orators,  knew  by  heart 
the  Bible,  Homer,  Vergil,  Horace,  and  many  other  works. 
Niebuhr,  the  Danish  historian,  was  in  youth  employed  in 
a  public  office.  Once,  when  part  of  an  account  book  had 
been  destroyed,  he  restored  the  record  from  memory.  In 
like  manner,  Magliabechi  repeated  every  word  of  a  manu- 
script he  had  been  reading,  which,  to  test  his  memory,  its 
owner  pretended  to  have  lost.  Daguesseau  humorously 
pretended  to  have  known  already  a  new  satire  which  the 
poet  Boileau  read  to  him,  and,  to  prove  his  assertion, 
repeated  it  twice  without  a  mistake.  The  memory  of 
locality  sometimes  reaches  an  astonishing  development, 
as  when  a  Swiss  guide,  led  blindfolded  for  hours  in  and 
out  among  the  streets  of  London,  took  the  most  direct 
way  to  his  starting  point,  as  soon  as  his  eyes  were  un- 
covered. A  great  mathematician,  when  referring  in  con- 
versation to  books  on  his  subject,  is  accustomed  to  give 
the  page  on  which  the  passage  cited  occurs.  Examples 
might  be  multiplied  to  show  the  prodigious  possibilities 
of  memory  ;  but  the  question  arises  as  to  the  desirability 
of  such  attainment. 

Themistocles,  in  the  anecdote  familiar  to  all,  asserted 
that  he  preferred  forgetful ness  to  memory.  Numerous 
Art  of  writers  (Dr.  Bru.x,  Dr.  Holbrook,  Brother  Aza- 
(orgetting.  ^j^g^  y[^  Middlcton,  and  many  others)  have 
treated  of  the  art  of  forgetting.  Hamerton,  in  his  "  Intel- 
lectual Life,"  develops  the  idea  that  a  poor  memory  may 
really   be   a  selective   memory,   and  therefore  a  blessing 


MEMORY  AND   NOTE-TAKING.  8 1 

in  disguise.     Macaulay  asserts  that  an  author  with  a  good 
memory  should  read  little,  or  he  will  lose  originality.      We 
all  have  known  men  personally,  or  through  their  books,  in 
whom   memory   had    swamped   the   other    powers   of   the 
mind.     But  all  objections  to  a  strong  memory  seem  rather 
in  the   nature  of  warnings   against   the  abuse  of  a  good 
thing  than   against  the   possession   itself.      Certainly  the 
testimony  of  all  ages  is  in  favor  of  a  retentive    Tributes  to 
memory.     In  the  mythology  of  Greece,  Memory      memory, 
is  the  mother  of  the   Muses  ;    in   the  Norse   mythology, 
Thought  and  Memory  are  the  two  ravens  that  perch  on 
Odin's    shoulders  ;    while    the   fact  that   in  all  times  and 
countries  teachers  of  memory  have  flourished  would  imply 
a  constant    popular   appreciation   of   memory.      From    the 
same  circumstance  we  may  infer   that   the  possibility  of 
educating  the  memory  has  always  been  a  wide-    Education 
spread  belief ;    and  in  spite  of  the  vast  differ-  °f  "memory. 
ences  in  strength  of  memory  which  e.xist  among  men,  this 
belief  can  easily  be  shown  to  be  correct.      In  regard  to 
memory,  as  with  all  other  powers,   every  person  has,   no 
doubt,  an  inborn    limit  of    attainment  which  no  training 
can  extend  ;  but  just  as  in  gymnastics  the  finest  athletes 
are  sometimes   developed   out   of  the    most   unpromising 
material,  so  in  the  training  of  the  memory  a  man  never 
knows   his   possibilities   until   he  tries.     A  few  examples 
will   make  it    clear  that   no   student,   without   giving   his 
memory  a  fair  trial,  should   despair  of   its  development ; 
while  they  also  force  upon  us  the  conclusion  that  in  mem- 
ory,  as   in    most   other   faculties,   few  persons    come   any- 
where near  their  limit  of  attainment. 

Prof.  Norton   II.  Townshend,  c)f  the  Ohio  Agricultural 

Koop.  Mast,  of  Bks.  —  C 


82  THE   MASTERY  OF  BOOKS. 

College,  received  at  the  age  of  five  years  a  fall  by  which 
his  memory  was  nearly  destroyed.  What  he  had  learned 
before    his    injury  had    to    be  acquired  again.      A  lesson 

Professor  carefully  prepared  would  be  forgotten  before 
Townshend.  iccitation  timc.  If  sent  on  an  errand  he 
wt)uld  have  to  return  to  ask  what  he  had  been  sent  for. 
Driven  almost  to  despair  by  such  experiences,  he  set  about 
a  regular  course  of  memory-training,  and  in  process  of 
time  succeeded  so  well  that  he  surpassed  all  his  com- 
panions in  strength  of  memory,  As  an  instance  of  train- 
ing begun  much  later  in   life  may  be  cited  the   case  of 

Thuriow  Thurlow  Weed,  the  famous  publicist.  Upon 
Weed.  j-jjg  entrance  into  journalism  and  politics,  two 
spheres  that  above  all  others  demand  a  ready  and  unfail- 
ing memory,  he  relates  that  his  memory  was  a  sieve. 
Realizing  that  this  defect  was  an  absolute  bar  to  his 
advancement,  he  set  about  remedying  it,  and  at  length 
attained  a  power  as  remarkable  as  his  previous  weakness. 
His  method,  it  may  be  added,  was  the  simple  but  effect- 
ive one  of  recalling  every  night  what  he  had  done  during 
the  day. 

Scientific  education  of  the  memory  must  of  course  be 
based  upon  the  philosophy  of  the  memory  ;  and  we  may 

Philosophy   be  certain  that  a  subject  so  important  has  not 

of  memory.  ]5(;en  neglectcd  by  the  philosophers.  Among 
them  we  naturally  find  two  classes, — those  who  regard 
memory  as  a  power  of  the  soul,  and  those  who  treat  it  as 
a  bodily  function.  In  like  manner,  recollection,  or  the  re- 
productive memory,  has  its  two  schools  of  teachers,  — the 
Associationists,  who  see  in  the  association  of  ideas  the  so- 
lution of  every  train  of  thought  ;  and  the  Apperception- 
ists,  who  lay  stress  upon  conscious  attention  and  the  action 


MEMORY  AXD  NOTE-TAKING.  83 

of  the  will.  The  two  systems  by  no  means  exclude  each 
other,  and  the  writmgs  of  both  schools  are  fruitful  in 
suggestion  for  the  practical  training  of  memory. 

We  are  confronted  at  the  outset  by  two  classes  of  facts, 
which  we  may  call  the  conditions  of  memory  and  the  laws 
of  memory.  The  first  condition  or  prerequi-  conditions  of 
site  to  memory  is  health.  Bodily  vigor  is  the  Memory, 
foundation  of  a  good  memory.  This  is  not  to  say  that 
some  persons  of  feeble  body  have  not  possessed  power- 
ful memories  ;   but   the  same  person  in  health 

^  Health. 

always  remembers  better  than  when  weakened 
by  disease.     The  explanation  of  this  fact  is  found  in  the 
dependence  of  memory  upon  the  proper  supply  of  blood  to 
the  brain.     This  is  shown  by  experiments  with 

Drugs. 

drugs  which  have  the  property  of  drawmg  the 
blood  away  from  the  brain.  Such  a  drug  is  bromide 
of  potassium,  which  is  often  used  to  induce  sleep,  but 
its  continued  use  is  apt  to  cause  permanent  injury  to 
the  memory.  Hashish  and  opium  exalt  the  memory  for 
a  time,  but  afterwards  weaken  it.  This  close  connection 
of  bodily  condition  with  vigor  of  memory  has  long  been 
known,  though  the  attempts  that  have  been  made  to  apply 
the  knowledge  have  sometimes  been  ridiculous.  In  1706 
a  work  appeared  in  London  designed  especially  for  public 
speakers  in  strengthening  the  memory.  It  contained  pre- 
scriptions for  "  sneezing  powders,"  "  plasters  to  prevent 
the  decay  of  memory,"  "a  powder  for  the  memory,"  "an 
ointment,"  "a  wash  for  the  head,"  "a  perfumed  apple  for 
comforting  the  brain  and  memory,"  "  pills'  for  the  use  of 
memory,"  and    many    more   of    like    nature.      Nearly   two 

•  The  poet  Tasso  once  wrote  to  his  physician  for  pills  to  strengthen  the 
memory. 


$4  THE   MASTERY  OF  BOOKS. 

centuries  earlier,  in  1523,  a  Strasburg  teacher,  Laurenz 
I'ries,  put  forth  a  system  of  'strengthening  the  memory 
excellently  adapted  to  the  wants  of  the  underfed  and  ill- 
fed  mediaeval  stutlent.  lie  advised  dieting  on  roasted 
fowls,  small  birds,  or  young  hares,  with  an  allowance  of 
good  red  wine ;  but  in  other  respects  moderation  must 
be  observed. 

But  the  temporary  as  well  as  the  usual  condition  of  the 
body  has  its  effect  upon  memory.  Fatigue  is  one  of  the 
commonest  unfavorable  conditions.  An  Eng- 
^  '^"^'  lish  lecturer  relates  that  at  the  beginning  of 
his  career  he  was  forced  to  walk  from  one  town  to  an- 
other in  filling  his  engagements.  He  found  that  if  he 
lectured  on  the  evening  following  a  long  walk  his  memory 
invariably  proved  treacherous.  It  was  only  after  repeated 
failures  that  he  came  to  realize  the  connection  between 
weariness  and  loss  of  memory.  Sir  Henry  Holland  has 
recorded  that,  after  an  exhausting  exploration  of  a  mine 
in  Germany,  he  found  himself  no  longer  able  to  speak 
German  with  his  guide  ;  and  not  until  he  had  taken  rest 
and  refreshment  did  he  recover  his  memory  of  the  lan- 
guage. In  the  same  way,  influences  that  tend  to  disturb 
the  nervous  equilibrium,  such  as  loss  of  sleep, 

Confusion.      ....  .    r 

indigestion,  excessive  grief  or  anger,  worry, 
embarrassment,  —  all  work  to  the  disadvantage  of  memory. 
Often,  in  examination,  the  sight  of  one  question  which  he 
cannot  answer  suffices  to  confuse  the  student  in  regard  to 
the  rest  with  which  he  is  familiar.  This  is  especially 
likely  to  happen  if  he  has  studied  late  the  night  before 
studying  for  examination;  and  it  is  therefore  sound  advice 
Examination.  |-^,  ]-,jj  <(\^q.  studcnt  Ict  books  alouc  for  twenty- 
four   hours   before   examination.     A  wise   Boston  clergy- 


MEMORY  AA'D   XOTE-TAKING.  85 

man,  in  obedience  to  this  principle,  used  to  make  it  his 
practice  on  Saturday  afternoon,  when  he  had  finished  his 
preparation  for  Sunday,  to  attend  a  ball  game.  Embar- 
rassment and  confusion,  which  often  drive  the  best  pre- 
pared lesson  from  the  student's  mind,  should  always  be 
guarded  against  by  teachers.  The  connection  between 
confusion  and  forgetfulness  is  well  understood  by  lawyers, 
who,  however,  use  it  not  always  as  a  means  of  arriving  at 
truth,  but  sometimes  merely  to  make  an  opposing  witness 
contradict  himself  and  so  discredit  his  own  testimony. 

But,  given  satisfactory  bodily  conditions,  we  find  that 
memory  varies  with  the  proportions  of  two  other  ele- 
ments,  attention    and    interest.      The    retentive 

.  .  Attention. 

memory  is  often  best  conceived  of  as  an  im- 
pression, as  in  the  proverb,  "  a  good  memory  is  wax  to  re- 
ceive and  marble  to  retain."  Without  attention  there  can 
be  no  depth  of  impression.  ]\Iind-wandering  is  therefore 
the  greatest  bane  of  memory.  If  the  first  impression  was 
not  deep  enough,  and  the  record  has  become  obliterated, 
the  remedy  is  not  to  attempt  by  sheer  force  of  will  to 
revive  it,  but  simply  to  repeat  the  impression  until  it  be- 
comes indelible.  The  brilliant  author  of  "  Getting  on  in 
the  World,"  Prof.  William  Mathews,  displays  Professor 
an  astonishing  wealth  of  quotation  and  illustra-  Mathews. 
tion  in  his  writings.  I  once  ventured  to  question  him 
about  his  literary  methods,  and  asked  to  see  his  notebooks. 
To  my  surprise  he  brought  out  four  small  volumes.  I  lis 
real  notebooks  were  the  tablets  of  his  memory.  It  is  his 
custom,  he  told  me,  to  read  and  reread  a  desired  passage 
until  he  feels  sure  of  retaining  it.  If,  later,  he  finds  that 
it  has  been  imperfectly  remembered,  he  rejjcats  the  read- 
ing until  at  last  he  has  succeeded  in  stamping  the  passage 
ineffaccably  upon  his  memory. 


B6  THE  MASTERY  OF  HOOKS. 

Ill  respect  to  the  bearing  of  interest  upon  memory,  we 
have  Shakspere's  injunction,  — 

"  No  profit  grows  where  is  no  pleasure  ta'en : 
In  brief,  sir,  study  what  you  most  affect." 

Emerson  in  like  manner  advises  us  never  to  read  a  book 
that  we  do    not  like.      If  this  counsel   is  taken  simply   as 
meaning  that   reading  with  indifference   is   apt 
to  be  unprofitable,  it  may  safely  be  accepted  by 
everybody ;    but    the   conclusion    from    the    importance   of 
interest  is  not  that  we  are  to  let  momentary  liking  deter- 
mine our  choice  of  books,  but  rather  that,  if  it   becomes 
desirable  for  us  to  read  a  book  or  pursue  a  study  to  which 
we  feel  no  inclination,  we  should  first  take  pains  to  develop 
an  interest  in  it,  perhaps  by  reading  some  popular  or  at- 
tractive book  on  the  same  topic.      This  principle  explains 
Interest  and   ^^'^X   historical    uovcls,    with    all   their  defects, 
choice  of     havc    probably    taught    more   history   than  the 
°''''^'       historians,  —  because  they  have  held  the  inter- 
est of  their  readers.      It  is  therefore  not  wise  always  to 
insist  upon  the  reading  of  standard  works  of  information. 
There  can  be  no  question  as  to  the  comparative  greatness 
of  Newton  and  Proctor  as  philosophers.     Yet  how  many 
thousand   readers  Proctor's   "Other  Worlds  than  Ours" 
has  found  for  one  reader  of  Newton's  ''Principiay     There 
are  times  when  one  is  almost  tempted  to  say  that  the  best 
book  is  that  which  most  surely  gets  itself  read. 

Having    learned    the    conditions   of   memory,  —  health. 

Laws  of      attention,    and     interest,  —  we    discover     that 

memory,     thesc  are   simply   the   circumstances    in    which 

the  deeper  laws  of  memory  work.     These  laws  have  been 

variously  stated,  but  for  our  purposes    they  may  all    be 


MEMORY  AXD   XOTE-TAKIXG.  8y 

summed  up  in  the  one  word,  association.  The  past  idea 
is  recalled  by  something  that  relates  or  connects  it  to  the 
present  idea.  The  various  relations  implied  by  the  term 
association  were  analyzed  by  Aristotle  into  similarity, 
contrariety,  and  coadjacency,  or  to  employ  very  simple  lan- 
guage, likeness,  unlikeness,  and  nearness.  This  analysis 
has  been  accepted  by  nearly  all  writers  on  memory,  though 
their  words  have  varied.  Dr.  Edward  Pick,  the  best 
known  of  living  memory-teachers,  divides  the  last  class, 
coadjacency,  into  two  elements,  coexistence  and  succes- 
sion. The  relation  of  cause  and  effect  has  also  been  as- 
signed as  one  of  its  factors.  Yet,  for  practical  purposes, 
it  is  doubtful  if  Aristotle's  analysis  has  been  improved 
upon.  To  illustrate  the  meaning  of  these  divisions,  we 
note  that,  on  the  principle  of  likeness,  music  suggests  har- 
mony ;  harmony,  alliance;  alliance,  peace  —  because  each 
pair  is  composed  of  similar  ideas.  On  the  principle  of  un- 
likeness, storm  suggests  calm ;  vegetation,  barrenness  ; 
sweet,  sour.  Lastly,  objects  that  are  usually  found  to- 
gether, for  whatever  reason,  are  likely  to  suggest  each 
other.  Thus  England  suggests  navigation ;  hurricane, 
destruction  ;   evening,  coolness. 

It  is  of  course  not  merely  to  verbal  memory  that  these 
rules  apply.  They  are  laws  of  thought,  and  apply  to  all 
memory,  whatever  its  medium  of  expression,  organs  of 
I'.ach  of  the  five  senses,  and,  as  some  philoso-  memory, 
phers  hold,  every  organ  of  the  body,  has  its  own  nKinory. 
Thus  there  is  the  memory  of  the  e\e,  of  the  ear,  o|  the 
palate,  of  the  vocal  organs,  of  tin-  hand.  IhIoic  ihc 
invention  of  printing  the  ear  played  a  greater  pari  in 
learning  than  it  docs  at  present.  The  ear,  l",iasmiis  tells 
us,  is  dedicated  to  the  gr)ddcss  of  Memory.      Hut  its  office 


88  THE   MASTERY  OE  BOOKS. 

has,  in  later  times,  been  largely  usurped  by  the  eye,  often 

to    the    clctrinicut    of    the   latter.       In    these  varieties    of 

memory,  however,  the  personal  differences  are  very  great. 

Eye  and  ear  One  persou    rccalls  better   what    he   hears,   an- 

memory.  other  what  hc  sees.  Dr.  Mortimer  Granville, 
in  his  "  Secret  of  a  Good  Memory,"  suggests  that  every 
person  should  discover  which  memory  he  has  naturally 
stronger,  and  adapt  his  mental  associations  to  this.  For 
instance,  if  he  remembers  better  through  the  ear,  he 
should  read  aloud  what  he  wishes  to  retain.  If  his  sight- 
memory  is  the  stronger,  he  should  write  down  what  he 
desires  to  commit  to  memory.  The  way  to  test  one's  own 
memory  in  this  particular  is  to  hear  a  passage  read,  and 
after  an  interval  to  attempt  to  reproduce  it  ;  then  to  read 
a  passage  of  the  same  length,  and  after  the  same  interval 
to  endeavor  to  recall  it.  The  relative  correctness  of  the 
two  results  will  show  the  proportional  strength  of  the  ear 
and  eye  memory  of  the  experimenter. 

The  numerous  and  often  widely  varying  systems  of 
memory-teaching  which  have  been  in  vogue  are  all  based 

Memory     upou   somc  or  all  of  thcsc  simple  elements  of 

systems,  mcmory.  In  his  "  Bibliography  of  Mnemonics 
from  1325  to  1888,"  Mr.  G.  S.  Fellows  enumerates  over 
three  hundred  books  on  memory,  besides  shorter  treatises. 
To  give  a  history  of  mnemonic  thought  would,  therefore, 
be  a  task  beyond  the  scope  of  the  present  chapter ;  but 
a  few  of  its  outlines  may  profitably  be  noticed.  The 
story  of  "  Hop  'o  My  Thumb  "  represents  what  may  be 
called  a  prehistoric  memory  system.  The  twelve  stones 
set  up  by  the  Lsraelites  for  a  memorial  of  their  crossing 
the  Jordan  represents  the  same  mnemonic  idea  in  the 
dawn  of  history.     With  these  may  be  compared  the  blazed 


MEMORY  AND  NOTE-TAKING.  89 

trees  of  the  pioneer,  and  the  milestones  of  the  old  post- 
roads  ;  while  the  same  principle  lurks  in  the  knots  we 
make  in  our  handkerchiefs  and  the  strings  we  tie  round 
our  fingers,  when  hard  pushed  for  mnemonic  help. 

The  first  recorded  teacher  of  memory  was  the  Greek 
poet,  Simonides,  who  died  in  467  B.C.  His  system  is  be- 
lieved to  have  been  that  form  of  artificial  mne-  Memory 
monies  which  calls  in  the  aid  of  the  local  mem-  t"<=''"s- 
ory,  and  which,  with  modifications,  is  still  in  use.  The 
first  man  of  the  modern  world  to  write  of  memory  was 
Rosrer  Bacon,  whose  Latin  "  Treatise  on  the  Art  of  Mem- 
ory"  was  composed  about  the  year  1274;  but  in  spite  of 
its  interest  in  the  history  of  philosophic  thought,  it  has 
not  yet  found  a  publisher.  An  important  device  was  in- 
troduced in  1730  by  Dr.  Richard  Grey  in  his  ''  Memoria 
Tec/mica,''  which  sought  to.  render  historical  dates  easier 
to  remember  by  transforming  the  figures  into  letters. 
These  were  then  combined  into  syllables,  which,  in  turn, 
could  be  associated  in  some  way  with  the  event  which 
occurred  on  the  date  in  question.  Improvements  or  modi- 
fications of  this  device  have  been  incorporated  by  most 
subsequent  memory  teachers  inti)  their  systems.  Dr. 
Hermann  Kothe,  in  1848,  devised  the  useful  method  of 
correlations,  by  which  two  dissociated  ideas  are  connected 
by  intermediate  ideas.  Thus,  house,  hotel,  travel,  wilder- 
ness, guide ;   or  hitcr,  book,  bookworm,  bait,  fish. 

Other  contributions  to  the  hst  of  memory  devices,  such 
as  rhymes  and  even  puns,  have  from  time  to  time  been 
invcntcfl.  Mention  should  be  made,  at  least  by  name, 
of  memory  teachers  once  so  famous  as  l-'einaigle,  Ainu'- 
Paris,  IJeniowski,  Carl  Otto  Reventlow,  Fauvel  Gourautl, 
and   I'liny  Miles.      I'romincncc   has  already  been  given  to 


go  THE   MASTERY   01-    BOOKS. 

the  name  of  the  veteran  mnemonist,  Dr.  Edward  Pick.  In 
i86i,  the  Rev.  J.  II.  Bacon  published  his  "Guide  to 
Memory,"  which  in  1890  passed  into  its  third  edition. 
71ie  author  devotes  particular  attention  to  the  study  of 
Latin  and  French.  Bacon's  little  volume  may  be  recom- 
mended as,  on  the  whole,  the  best  handbook  for  the  use 
of  the  student  in  the  training  of  his  memory.  F.  Ap- 
pleby, John  Sambrook,  Alphonse  Loisette,  and  W.  L. 
Evans  (a  disciple  of  Loisette)  are  later  teachers  of  prom- 
inence, whose  writings  and  teaching  will  all  be  found 
helpful. 

It  is  proper  here,  however,  to  warn  the  student  that 
the  claim  of  new  and  revolutionary  discoveries  in  the  pro- 
cesses of  memory  is  outright  charlatanism.  A  teacher's 
memory -drill  may  be  helpful  in  spite  of  such  pretensions  ; 
but  the  claims  themseh^es  are  simply  bait  for  gudgeons. 
Indeed  the  value  of  the  teacher  is  apt  to  be  in  inverse 
proportion  to  his  claims  ;  and  if  he  insists  upon  a  pledge 
of  secrecy,  his  real  worth  must  be  still  further  dis- 
counted. It  is  a  practical  suggestion  that,  while  in 
reading  a  book  on  the  improvement  of  the  memory  we 
have  only  an  intellectual  incentive  to  follow  out  its  direc- 
tions, if  we  have  invested  from  five  to  twenty-five  dollars 
in  a  course  under  a  memory  teacher,  we  are  apt 

Self-training.  1     1  1    •  1  i  1 

to  work  hard  m  order  to  get  our  money  s  worth. 
But  if  the  student  has  persistence  enough  to  follow  out  a 
course  of  self-improvement  in  memory  training,  the  little 
}  books  of  Bacon  and  Evans  will  do  as  much  for  him  as  any 
teacher.  Much  can  be  gained  in  both  stimulus  and  prac- 
tice by  several  students  mastering  some  such  drill-book 
together.  Even  without  formal  guidance,  it  is  excellent 
practice  for  two  or  more  friends  to  review  an  evening's 


MEMORY  AND   XOTE-TAKIXG.  9 1 

conversation  back  to  its  starting-point.     Mere  unconnected 
memorizing,  however,  is  no  training.     It  bears  to  scientific 
mnemonic  drill   merely  the    relation    of    sawing   wood   to 
gymnastics.     It  is  doubtful  if  learning  passages       False 
of  Scripture  or  poetry  as  a  set  task,  without  in-     training, 
terest  or  association,  ever  strengthened  any  one's  memory. 
One  closing  word  with  special  reference  to  school  and 
college   work,    in    regard   to  what    may   be   called    minute- 
hand  and  hour-hand  memory.      It  is  related  of     short  and 
a  certain   actor  that   ordinarily   he   could  carry  i°ng  memory. 
his  parts  in  mind  for  years ;  but,  if  compelled  by  an  emer- 
gency to  learn  a  great   number  of  lines  in   a  short  time, 
he  forgot  them  from  one  performance  to  another,  and  had 
to  learn  them  anew  every  day.      Many  students  have  this 
unfortunate  minute-hand    memory.      They  learn   quickly, 
and  have  only  to  study  a  short  time  just  before  recitation 
to   make  a  good  showing  of   knowledge  and  get  a  high 
mark.     But  they  have  to  learn  the  lesson  again  for  review, 
and   again   for  examination  ;  while,   if  they  ever  need  to 
know  the  subject  in  after  life,  their  acquaintance  with  it 
goes  no  further  than  a  faint  recollection  that  they  studied 
something  of  the  kind  in  college.      Now,  it  is  safe  to  say 
that   what   is   not   going   to    be   remembered    twenty-four 
hours,  is  not  worth  putting  into  one's  head.     There  seems 
to    be    but    one    cure    for    this    unfortunate    minute-hand 
memory  habit,  though  its  effect   is   unfailing,  and  that  is 
always  to  prepare  a  lesson  at  least  one  day  before  it  has 
to   be   recited.      Inconvenient   as   this   course    may   some- 
times   be,    its     results     will     repay    a     hundred-fold     tlie 
increased    effort   involved    in    its   pro.secution. 

The  preservation  of  the  results  of  reading  and  study  is 
of  course  not  confined  to  the  memory  ;  for  there  is  a  vast 


92  THE  MASTERY  OF  BOOKS. 

territory  of  information  wisely  left  in  the  reference  books, 
in  regard  to  which  we  need  only  to  know  where  to  look 
for  it  when  we  neetl  it.  The  limitations  of  memory  con- 
strain even  the  strongest  memories  to  call  in 
the  aid  of  mechanical  devices.  These  generally 
take  the  form  of  notebooks,  index  rerums,  reference 
cards,  or  some  kind  of  written  record.  In  regard  to  them 
all  one  great  difficulty  is  always  developed  by  experience, 
sometimes  to  the  degree  of  seriously  crippling  their  use- 
fulness, and  that  is  the  difficulty  of  finding  again  at  need 
the  information  thus  preserved.  They  are  all  cumber- 
some, and  the  larger  they  grow  the  more  care  and  fore- 
thought they  require  to  be  kept  manageable.  One  general 
piece  of  advice  can  be  given,  namely,  to  make  them  as 
mechanical  as  possible.  If  cards  or  loose  sheets,  or  blank 
books  are  used,  have  all  the  cards,  all  the  sheets,  all  the 
successive  books,  of  the  same  size.  Differently  colored 
cards  may  wisely  be  chosen  for  different  large  subjects, 
or  forms  of  subject-treatment,  like  biography,  or  magazine 
articles.  It  is  well  to  own  the  books  we  study,  and  make 
our  annotations  on  their  margins.  Notes  should  always 
be  made  in  ink.  For  students'  notebooks  nothing  is  bet- 
ter than  the  Harvard  Note-Book,  the  leaves  of  which  are 
uniform  and  interchangeable.  The  old  "  index  rerum," 
or  indexed  book  for  notes  and  "  commonplaces,"  has  now 
generally  given  way  to  the  card  system,  which  permits  the 
entries  always  to  be  kept  in  one  alphabet,  while  blank 
cards  can  be  conveniently  carried  in  the  pocket,  and  when 
written,  merely  require  insertion  in  alphabetical  order  in 
the  drawer,  in  order  to  be  afterwards  accessible.  The 
great  difficulty  is  always  to  remember  under  what  word 
the    information  was    recorded,   though    practice    will    do 


MEMORY  A\D  NOTE-TAKING.  93 

much  to  develop  uniformity  and  certainty.  Perhaps  in 
regard  to  this  division  of  the  subject  the  best  advice  of 
all  is  to  refer  the  student  to  his  college  or  public  libra- 
rian for  personal  instruction  and  suggestion,  which  might 
form  a  perfectly  proper  part  of  the  librarian's  service  to 
his  readers, 

BOOKS    ON    Af EMORY. 

The  following  is  a  list  of  works  on  memory,  mostly  drill- 
books,  which  can  be  recommended  to  the  student  who  does 
not  care  to  make  a  philosophical  study  of  the   subject  :  — 

Appleby,  F.     Natural  Memory.     London,  18S7. 

Bacon,    J.   II.     Complete    Guide    to    the    Improvement    of    the    Memory. 

London, 1890. 
Evans,  ^^'.  L.     Memory  Training.     New  York,  18S9. 
IIcLBKCOK,  M.  L.      How  to  Strengthen  the  Memory.      New  York,  1886. 
Kay,  Davii>.     Memory,  What  It  Is,  and  IIow  to  Improve  It.     New  York, 

1S88. 
MiDULETON,  A.  E.     All  about  Mnemonics.     London,  1887. 
Pick,  Edward.     On  Memory,  and  the  Rational   Means  of   Improving  It; 

with  Applications  to  the  Study  of  German.     London,  1873. 
Dk.   Tick's  Method  Applied  to  Acquiring  French.     Syracuse,  N.  Y., 

1891. 


CHAPTER    VII. 

LANGUAGE  STUDY. 

Of  the   subjects  previously  discussed,  it  may  be  said 

that  the  earlier  they  are  taken  up  the  better,  because  of 

their  helpfulness  throughout  the  whole  course 

Languages 

learned  best  <^f  educatiou,  yct  the  later  they  are  studied  the 
in  child-  more  perfectly  they  are  understood,  because 
some  maturity  of  mind  is  needed  in  order 
to  understand  them  at  all.  In  regard  to  the  study  of 
languages,  however,  there  is  no  such  gain  by  delay ; 
and,  while  a  certain  degree  of  intellectual  development  is 
requisite  to  progress  in  the  philology  and  literature  of  a 
language,  — things  quite  distinct  from  language-knowledge 
itself,  —  the  ability  to  speak  and  understand,  read  and 
write,  foreign  languages  is  a  capacity  that  grows  weaker 
with  every  year  after  the  period  of  childhood.^  In  the 
crowded  districts  of  our  largest  cities  may  be  found  fami- 
lies, in  which  the  parents  can  speak  no  language  but  their 
mother  tongue,  while  their  children  of  five  or  six  years 
act  as  interpreters  to  their  elders  in  as  many  different 
languages,  amid  the  Babel-like  confusion  of  those  mixed 
populations.  A  sea  captain,  who  had  his  family  with  him, 
was  detained  in  making  up  his  cargo  two  or  three  months 
each  in  various  European  ports.      His  two  little  daughters, 

^  President  Hall  of  Clark  University  puts  the  period  of  greatest  ability  to 
learn  languages  through  the  ear  at  from  four  years  old  to  eight ;  through  the 
eye,  from  eight  to  fourteen. 

94 


LANGtM  6E  .STtinV^  _  95 

even  younger  than  the  children  just  mentioned,  learned 
the  language  of  every  port  they  stopped  at.  They  forgot 
them,  because  they  ceased  to  hear  them  spoken,  just  as 
they  forgot  the  various  forms  of  religion  which  their  dif- 
ferent nurses  inculcated ;  but  they  found  not  the  slightest 
difficulty  in  speaking  as  perfectly  as  native  children  of  the 
same  age  any  language  from  Italian  to  Swedish. 

An  American  college  professor  of  middle  age  went  to 
Germany  for  the  first  time,  taking  as  a  companion  his  son 
five  years  old.  The  father  applied  himself  diligently  to 
the  study  of  the  language,  which  he  already  had  some 
reading  knowledge  of.  At  the  end  of  six  weeks,  the 
child,  who  simply  spent  his  time  among  the  German  chil- 
dren, without  any  attempt  at  study,  had  so  far  outstripped 
his  father,  that  he  had  to  be  called  upon  as  an  interpreter 
whenever  the  professor  had  purchases  to  make  or  other 
dealings  with  the  people  about  him.  A  part  of  the  child's 
advantage  was,  of  course,  due  to  his  correct  method  of 
acquiring  the  language,  as  contrasted  with  his  father's 
laborious  efforts  in  the  wrong  direction  ;  but  the  experi- 
ence is  too  common  not  to  imply  a  superior  facility  in 
learning  languages  on  the  part   of  children. 

As  well  known  as  this  principle  has  been  for  centuries, 
little  application  has  yet  been  made  of  it  in  education  ; 
and  we  tjencrally  come  to  college  with  our  real 

°  -^       ,  Neglect 

speaking  and  reading   knowledge  of  languages       of  this 
yet  to  be  acquired.     There  is  no  reason,  except    P"ncipiein 

education. 

lack  of  oj^portunity,  why  every  student  should 
not    enter   college   with  a   practical    mastery   of    I'.nglish, 
I'Vench,  and  German  —  such  a  mastery  as  would   make  it 
almost  a  matter  of  indifference  tf)  him  which  of  these  lan- 
guages he  might  be  called  upon   to  sjieak,  hear,  read,  or 


96  THE  MASTERY  OF  BOOKS. 

write.  But  this  is  by  no  means  the  linguistic  outfit  of  the 
average  freshman,  or  even  graduate  ;  and  it  becomes  neces- 
sary for  the  student  to  consider  liow  best  to  make  up  for 
lost  time,  since  he  finds  in  college  that  every  year  a  wide 
acquaintance  with  languages  becomes  increasingly  neces- 
sary. For  languages  occupy  this  peculiar  relation  to  the 
educational  scheme,  that,  while  in  the  Dreoara- 

Relation  of  i         i  1       1  /-  *        ' 

languages  tory  school  and  the  first  two  years  at  college 
toother  they  are  subjects  of  study  like  all  the  rest  of 
the  curriculum,  in  the  last  two  years  at  college 
and  in  graduate  work  they  form  means  of  study ;  and  this 
not  merely  in  connection  with  language  and  literature,  but 
no  less  in  history,  political  science,  and  even  in  the  exact 
sciences,  like  chemistry  and  mathematics. 

When  we  reflect  that  valuable  scientific  papers  are  at 
the  present  time  appearing  in  so  unfamiliar  a  tongue  as 
Georgian,  the  linguistic  demands  upon  a  specialist  who 
would  keep  abreast  of  research  in  his  single  department 
of  knowledge  are  seen  to  be  enormous.  Formerly  a  pro- 
fessor of  English  needed  to  know  only  English  itself,  with 
Latin  and  Greek,  chiefly,  it  must  be  confessed,  for  orna- 
ment. Now  a  student,  who  would  investigate  English  in 
its  relations  to  other  languages  and  literatures,  finds  that 
he  cannot  approach  his  subject  without  a  knowledge  of  all 
the  languages  of  Western  Europe,  while  to  exhaust  it  he 
would  literally  need  to  master  the  languages  and  litera- 
ture of  the  world. ^ 

^  An  English  professor  of  my  acquaintance  has  a  ready  reading  knowledge 
of  Greek  (ancient  and  modern),  Latin,  Italian,  .Sjianish,  Portuguese,  Catalan, 
Proven9al  and  Roumanian,  besides  their  numerous  dialects,  which  often  are 
very  different  from  the  standard  speech,  yet  sometimes  superior  to  it  in  im- 
portance to  the  student  of  language  and  comparative  literature;  also  of  the 
northern  group,  Anglo-Saxon  and  Middle  English  (each  distinct  enough  to 


LANGUAGE   STUDY.  97 

Confining  our  attention  to  the  Romance  and  Germanic 
groups  of  languages,  let  us  consider  what  is  the  importance 
of  each  in  the  world  of  learning.  Passing  over  German 
and  French  as  of  all-round  importance,  and,  in  fact,  taken 
for  granted  in  the  outfit  of  every  scholar,  we 

Importance 

find  in  Italian  some  of  the  most  important  pub-       of  the 
lications  of  the  present  day,  notably  in  political      Romance 
science,  history,  and  engineering.      Leaving  out 
of  the  question  in    each    case   their  literary   importance, 
we  discover  that  Spanish  and  Portuguese  are  absolutely 
necessary  to    the    student    of    history,    whether   his    field 
of  investigation  be  Europe,  Asia,  Africa,  America,  or  the 
islands  of  the  great  sea.     To  illustrate  from  how  appar- 
ently remote  a  subject  one  may  be  led  to  the     Germanic 
study  of  Icelandic  and  its  descendants  in  mod-       ero"p- 
ern    Scandinavia,   we    may    instance    the    first    American 
student  of    Icelandic,  George  P.   Marsh,  who  was  drawn 
to  the  study  of  that  language  in  his  investigation  of  the 
origins   of   English   law.     The   Danish   is    of    importance 
also  in  archaeology  and  the  history  of  American  discovery. 
Even    a  language   so   little  known   as  the  Dutch,  besides 
its  importance  in   luiropcan  history  of  two  centuries  ago. 


count  for  an  independent  language),  Gothic,  German  in  its  three  stages 
(Old,  Middle,  and  Mo<l<;rn,  and  tlicir  three  divisions,  Low,  Middle,  and 
Hitjii),  Old  Saxon,  Dutch  an<l  Flemish;  and  of  the  Scandinavian  group, 
embracing  Icelandic,  Norwegian,  Swedish  and  Danish,  all  these  again  with 
numrrous  di.nlccts  as  different  from  the  literary  language  as  hrond  Scolrh  is 
from  Hawthorne's  English.  Yet  the  prf)fessor  said  to  me  not  long  ago  that 
he  could  no  longer  put  off  the  study  of  Russian,  on  account  of  the  hallad  lit- 
erature and  the  critical  articles  |)ul)lished  in  that  language  ;  and  I  know  (hat 
only  lack  of  time  prevents  him  from  actpiiring  also  the  languages  of  .South- 
ern Asia.  Translations,  it  must  he  remembered,  never  keep  up  with  the 
progress  of  research  ;  in  fact,  in  scientific  matters,  they  are  often  out  of  date 
by  the  time  they  are  published. 

KOOr.    MAST.    OF    BKS.  —  7 


98  THE  MASTERY  OF  BOOKS. 

is  to-day  the  medium  of  expression  for  some  of  the  pro- 
foundest  thought  in  modern  theology. 

But  after  going  over  this  list,  the  student  will  certainly 
be  ready  to  join  the  scholars  in  their  lament  for  the  good 
Universal  "Id  days  whou  Latin  was  the  common  language 
language.  q{  learning.  This,  to  be  sure,  would  not,  in  all 
respects,  lighten  the  labors  of  the  student  of  pure  litera- 
ture ;  but  for  the  student  of  information  only  two  languages 
would  be  necessary,  his  mother  tongue  and  Latin.  Can 
any  one  question  the  importance  of  such  a  gain  1  In  fact 
the  gain  is  so  evident,  and  the  burden  of  modern  language 
requirements  so  appalling,  that  one  need  not  be  a  prophet 
to  predict,  at  no  very  distant  date,  the  adoption  of  some 
universal  language  for  all  works  of  information. 

To  prophesy  more  closely,  and  attempt  to  fix  either  the 
character  of  the  world-language,  or  the  date  of  its  adop- 
tion, would  manifestly  be  unsafe.  To  many,  however,  it 
seems  probable  that  the  language  will  not  be  a  revival 
of  Latin ;  nor  an  artificial  language,  whether  Alwato, 
Volapuk,  Spelin,  or  any  other,  great  as  their  excellences 
may  be ;  nor  the  language  of  some  numerically  unimpor- 
tant people,  like  modern  Greek  or  Dutch,  deliberately 
chosen  by  the  great  nations  of  the  world.  Latin  is 
growing  ever  more  remote  from  human  interest,  the  minor 
languages  have  little,  and  the  artificial  languages  have 
no,  literature  to  recommend  them.  The  world-language 
will  rather  be  one  that,  by  its  comprehensiveness,  its  sim- 
plicity, its  wide  extension  and  commercial  and  political 
importance,  shall  have  won  its  way  to  the  first  position, 
and  this  position,  a  recent  French  writer  has  predicted, 
will  be  attained  in  the  twenty-fifth  century  by  the  English 
language.      The  unfortunate   spelling  of  our  language   is 


LANGUAGE  STUDY.  99 

the  greatest  bar  to  such  an  extension,  and  all  to  whom 
world-English  seems  a  desirable  thing  should  consider 
the  importance  of  reforming  this  feature,  in  worid- 
which  English  stands  inferior  to  every  other  English, 
written  language.  Perhaps  the  greatest  authority  for 
the  foregoing  view  of  the  possibilities  of  English  as  a 
universal  language  is  the  famous  German  philologist, 
Jakob  Grimm. 

But  while  one  language  for  the  whole  world  is  a  delight- 
ful possibility,  the  present  day  is  characterized  by  a  state 
of  things  widely  removed  from  this  ideal.  The  student 
at  the  close  of  the  nineteenth  century  is  confronted, 
not  with  a  comforting  theory,  but  with  a  condition  that 
even  at  best  is  burdensome.  The  moment  that  study 
rises  to  the  level  of  research,  —  whether  it  be  undertaken 
by  college  student,  university  student,  or  professional 
man,  —  at  that  moment  a  knowledge  of  foreign  languages 
becomes  imperative.     But  what  sort  of  knowl- 

Language- 

edge .'     Is  it  meant  that   the  student  must  be    knowledge 
able  to  write  Greek  hexameters  like  Swinburne,    required  by 
or  I*>ench  prose  like  Marion  Crawford  .-'     Mani- 
festly not.      He  wants  first  and  foremost  a  reading  knowl- 
edge of  foreign  languages.      How  much  else  will    be  de- 
sirable for  him  to  attempt  we  shall   better  understand,  if 
we  stop  to  consider  what  may  be  meant  when   it  is  said 
that  a  man  knows  a  foreign  language,  for  instance,  Ger- 
man.     He  may  be  able  to  speak  German,  or  to  understand 
it  when  spoken  ;  he  may  be  able  to  read  it,  or  to  write 
it  ;  he  may  have  the  ability  to  translate  it    into  idiomatic 
English  ;  he  may  be  master  of   its  philology  ;  or  he  may 
be  widely  acquainted  with  its  literature. 

Several  of  the  foregoing  are   possible    without   any  of 


lOO  THE  MASTERY  OF  BOOKS. 

the  rest.  The  wliolly  illiterate  have  only  a  speaking 
and  hearing  knowledge  of  any  language  ;  though  within 
their  limits  they  sometimes  have  a  correct  knowledge  of 
many  languages,  like  the  Irish  washerwoman  in  the  fam- 
ily of  a  British  officer,  who  had  followed  her  employer  all 
over  the  globe,  and  spoke  with  perfect  correctness  the  lan- 
guage of  her  class  in  every  place  where  his  regiment  had 
been  stationed.  Students  of  the  Meisterschaft  system  often 
attain  some  speaking  knowledge  of  a  language  while  they 
are  still  unable,  through  lack  of  practice,  to  understand  it 
when  spoken.  Many  a  person  has  acquired  a  fair  reading 
knowledge  of  a  language,  without  gaining  any  other  power 
over  it.  The  ability  to  write  a  language  would  involve  the 
power  to  read  it,  but  not  necessarily  any  further  knowledge. 
The  ability  to  translate  a  foreign  language  idiomatically 
into  their  mother  tongue  is  often  lacking  in  those  who 
have  every  other  command  over  it  ;  on  the  other  hand,  it 
was  the  only  ability  gained  under  the  old  grammar-and- 
dictionar}^  system  of  studying  languages.  But  this  attain- 
ment hardly  deserves  to  be  called  a  knowledge  of  the 
language.  No  appreciation  of  the  author's  style  entered 
into  it,  sometimes  not  even  of  his  meaning.  The  foreign 
language  stood  really  for  a  kind  of  rebus,  or  string  of 
arbitrary  symbols  which  corresponded  to  certain  English 
words,  if  one  could  only  make  out  the  puzzle.^ 

The  philology  of  a  language,  its  derivations,  its  forms, 

^  I  have  known  college  graduates  who  could  not  express  the  simplest  ideas 
in  French,  nor  understand  the  most  ordinary  question  if  couched  in  that  lan- 
guage; who  could  not  read  off-hand  the  simplest  French  paragra]ih,  while 
any  attempt  at  composition  in  the  language  was  entirely  beyond  them;  who 
could  not  even  pronounce  French  intelligibly  to  others;  yet  with  the  help  of 
grammar  and  dictionary  they  had  perhaps  labored  through  Corneille's  "  Cid^^ 
or  Victor  Hugo's  *"93." 


LANGUAGE   STUDY.  lOI 

its  arrangement,  are  often  taken  up  and  carried  to  consid- 
erable perfection  without  any  special  mastery  of  the  lan- 
guage in  other  directions  ;  while  a  profound  knowledge  of 
a  literature  is  certainly  often  unaccompanied  by  any  scien- 
tific acquaintance  with  its  corresponding  philology.  For 
it  is  a  fact  worth  remembering  that  the  men  who  have 
created  the  world's  literature  have,  without  exception,  been 
densely  ignorant,  or  grossly  misinformed,  of  the  philology 
of  the  languages  they  employed  and  adorned. 

The  need  of  the  modern  student  is  evidently,  first  of  all, 
to  acquire  a  reading  knowledge  of  the  principal  European 
languages  —  to  leave  the  university,  as  Carlyle  Reading 
did,  carrying  this  outfit.  To  spare  the  student  knowledge. 
useless  labor  in  this  attempt,  and  to  point  out  the  direc- 
tions in  which  his  effort  may  most  profitably  be  concen- 
trated, will  be  the  purpose  of  such  hints,  drawn  from 
personal  experience  and  from  reading,  as  will  now  be 
presented. 

The   student's    first   duty   manifestly   is   to   keep   what 
he   has.      If  he   has   studied   Greek   or   Latin   or   French 
or  German,  one  or  more  of  them,  let  him  make   Languages 
sure  that    he   has   a   ready    reading   knowledge      already 
along   with  his  knowledge  of  etymology,  mor- 
phology and  syntax,  and  then  keep  up  his  reading  knowl- 
edge by  the  requisite  amount  of  daily  or  weekly  reading. 
Kvcn  if  the  study  of  language  is  in  itself  as  valuable  a 
mental  training  as  its  stoutest  champions  insist,  it  cannot 
be  worth  while  to  spend  six  years  in  studying  a  language 
as  important  grammatically  as  Latin,  or  as  important  to 
literature  as  Greek,   unless  at  the  end  of   that    time   the 
student  is  able  to  read  its  classics  without  any  special  con- 
sciousness that  they  are  in  a  foreign  language. 


102  THE   MASTERY  OF  BOOKS. 

Let  US  now  consider  briefly  if,  from  our  study  of  mem- 
ory, we  cannot  draw  some-  suggestions  that  may  help  us 
U)   keep   the   languages   that   we   have    already 

Aids  from  i  o       o  j 

science  of  acquircd,  or  so  to  review  them  as  better  to  fix 
memory.  \\-^q^^-^  \x\  the  mcmorv  ;  and  that  may  enable 
us  in  learning  new  languages  to  begin  so  as  to  retain 
them  from  the  start.  Of  the  seven  different  kinds  of 
language-knowledge,  those  that  are  most  directly  con- 
nected with  the  memory  are  the  first  three,  —  hearing, 
speaking,  and  reading,  —  involving,  as  they  do,  the 
memory  of  the  ear,  the  memory  of  the  vocal  organs, 
and  the  memory  of  the  eye.  Most  students  trust  chiefly 
to  the  last ;  and  when  the  visual  image  fades,  the  word 
is  forgotten.  But,  as  we  have  discovered,  there  are  some 
persons  who  remember  what  they  hear  better  than  what 
they  read ;  while  the  memory  of  the  vocal  organs  is 
stronger  in  most  of  us  than  we  realize.  If  a  boy  were 
to  try  to  learn  a  declamation  without  ever  repeating  it 
aloud,  he  would  not  learn  it  so  quickly  nor  retain  it  so 
long  as  if  he  spoke  it  and  gesticulated  while  memorizing 
it.  Vet  languages,  which  are  primarily  organizations  of 
speech,  we  attempt  to  learn  without  calling  in  the  memory 
of  the  vocal  organs,  or  even  of  the  ear. 

Let  the  student  then  fortify  his  language-knowledge 
against  forgetfulness,  by  adding  to  the  memory  that  comes 
from  reading,  the  other  important  memories  of  the  ear 
and  the  organs  of  speech.  He  should  read  the  language 
aloud,  if  he  has  no  opportunity  to  use  it  conversationally  ; 
Dead  ^"^^  h^  should  scck  to  hear  it  read,  or,  still 
languages,  better,  spokeu,  whenever  he  can.  So  much 
can  be  done  in  our  study  of  the  dead  languages,  which 
are    dead    only  because    they  have  ceased  to  be  spoken. 


LANGUAGE   STUDY.  IO3 

Throughout  the  Middle  Ages,  Latin  was  the  language  of 
education  ;  and  in  the  latter  part  of  the  eighteenth  century 
there  was  a  law  in  force  at  Brown  University,  that,  during 
study  hours,  no  language  should  be  spoken  on  the  campus 
or  in  the  college  halls  but  Latin.  It  would  puzzle  most 
college  professors  anywhere  to  conform  to  this  rule  at 
the  present  day. 

Further  practical  hints  may  be  given  in  regard  to  that 
kind   of    language-knowledge   most    important   to    the   ad- 
vanced   student    in    research    courses,    namely,    Living  lan- 
the  ability  to  read  foreign  languages  at  sight.      g"ages. 
In  our  study  of  memory,  we  learned  that  the  conditions  of 
memory  are  attention,  interest,  and  repetition,  and    that 
the  laws  of  memory  are  association  by  likeness,  by  unlike- 
ness,  and  by  nearness  in  time  or  space.     It  is  interesting 
to  notice   how  the  numerous  teachers  of    language  have 
made  use  of  one  and   another  of  these  principles  in  their 
various  systems.     Practically    all    can   be    brought  under 
one  or  more  of  these  classes,  and  it  may  profit  us  to  take 
up  several  of  the  leading  language-methods  of  the  present 
day,  and  see  what  principle  each  is  based  on.     It  will  be 
profitable  in  this,  if  in   no  other  particular,  that  we  shall 
not  so  easily  be  persuaded  that  any  one  is  the  original 
and    only   system  of  learning  languages.      We  may   con- 
clude that  some  one  is  best,  at  least  for  our  own  uses,  but 
we  shall    .still   be  able   to  discern   good  qualities   in    rival 
methods. 

Let  us  take  up,  first,  the  so-called   "natural"  method, 
one  of   the  most  popular  and  successful.      This        .j.^^ 
method  was  first  worked  out  by  Gottlieb  lie-    " natural- 
ness, a  C/crman  teacher  of  New  Haven,  and  has     """^ 
been  further   elaborated  and   developed   by  the  managers 


I04  THE   MASTERY   OF  BOOKS. 

of  the  Sauveur,  Stern,  Berlitz,  and  other  schools  of  lan- 
guages. The  fuinlamcntal  idea  of  this  method  is  that  we 
learn  our  mother  tongue  by  associating  certain  words 
with  certain  objects  and  actions.  For  instance,  we  call 
a  table  "a  table"  simply  because  we  have  been  accus- 
tomed to  hear  the  sound  associated  with  the  object. 
Among  different  surroundings  we  should  have  known 
it  as  "r///  Tisch''  or  '' nnc  table!'  In  the  same  way 
"go,"  or  ''gc/icn,"  or  ''allc7'!'  are  sounds  that,  according 
to  circumstances,  are  the  familiar  ones  for  the  action  sig- 
nified. The  aim  of  the  "  natural  "  method  of  language- 
teaching  is  to  lead  every  learner  into  the  world  of  a  new 
language  by  precisely  the  same  road  which  he  traveled  in 
entering  the  domain  of  his  mother  tongue.  The  objects, 
actions,  and  ideas  discussed  in  adult  classes  soon  pass  out 
of  the  range  of  childish  comprehension  ;  but  the  method 
remains  the  same  —  object-teaching,  every  word  illustrated 
by  its  appropriate  act  or  thing,  without  recourse  to  tran.s- 
lation  or  the  use  of  English  words.  In  short,  it  is  a  virtual 
transference  of  the  student  to  the  foreign  country,  where 
he  must  learn  his  teacher's  language  exactly  as  in  his 
earliest  years  he  learned  his  own.  It  will  at  once  be  seen 
that  this  system  makes  great  demands  upon  the  teacher  ; 
that  not  merely  a  native  teacher,  but  also  a  born  teacher, 
is  required  for  successful  instruction  by  the  "natural" 
method.  Self-instruction  by  this  method  is  practically 
out  of  the  question  ;  but,  given  the  proper  teacher,  the 
system  proves  highly  satisfactory.  The  memory  principle 
involved  in  this  method  is  chiefly  that  of  contiguity  ;  the 
word  and  the  thing  are  remembered  together,  because 
they  are  first  and  repeatedly  learned  together. 

An  interesting  variation  of  the  "natural"  method    is 


LANGUAGE   STUDY.  IO5 

the  "cumulative"  method  of  Adolph  Dreyspring,  in  which 
pictures  are  made  largely  to  take  the  place  of  actual 
objects  and  movements.  The  principle  of  increasing  the 
vocabulary  a  little  at  a  time  and  constantly  The 
repeating  the  words  already  learned,  is  faith- "^"'""lative- 
fully  carried  out,  while,  through  the  author's  "^^  °  ' 
humor,  the  element  of  interest  is  invoked  more  constantly 
and  successfully  than  in  most  systems.  Dreyspring's 
French  and  German  courses  are  therefore  adapted  to 
private,  as  well  as  to  class-room,  use. 

Another  system  which  depends  upon  the  principle  of 
analogy  or  likeness  is  that  applied  by  Dr.  Edward  Pick  to 
the  teaching  of  German  and  French,  and  more  Principle  of 
elaborately  to  German  by  Prof.  F.  L.  O.  Roehrig,  analogy. 
of  Stanford  University,  in  his  remarkable  little  book,  "The 
Shortest  Road  to  German."  The  method  adopted  is  to 
begin  with  words  that  are  identical  in  sound  in  the  two 
languages,  like  Jlaus,  house,  Fisc/i,  fish,  Mans,  mouse ; 
then  proceed  to  others  slightly  varying,  like,  I\fa7in,  man, 
Hand,  hand.  Winter,  winter,  Ilavivicr,  hammer ;  leading 
gradually  to  others  more  unlike  but  obviously  related,  like 
Knic,  knee,  Ohr,  ear,  Fuss,  foot  ;  until,  by  the  time  words 
wholly  unlike  arc  reached,  the  student  will  have  entered 
into  the  spirit  and  structure  of  the  German  lanjrua2:c. 
without  consciously  leaving  his  own.  Prof.  Roehrig's 
bo<;k  may  be  recommended  as  a  valuable  adjunct  to  any 
system  of  German,  whether  for  student  or  teacher. 

The   well-known    Meisterschaft    system,   which   has   re- 
cently appeared   in   revised  form  under  the  name   of   its 
author,   as   the   Rosenthal   system   of    practical  Meistersch.ft 
linguistry,  is  confessedly  an  elaboration  of  the      -yBtem. 
earlier    Mastery  system    invented   by  Prendergast.       The 


106  THE   MASTERY  OE  BOOKS. 

basis  of  the  method  is  repetition,  its  motto  being  the 
proverb  :  "  The  drop  wears  the  stone  not  by  force  but 
by  frequent  falling."  Sentences  drawn  from  the  needs 
of  practical  life  are  given  with  their  English  equivalents, 
then  taken  to  pieces,  their  parts  recombined,  and  the 
whole  worked  over  and  repeated  until  the  sentence,  the 
phrases,  and  the  separate  words,  have  all  become  a  per- 
manent part  of  the  learner's  mental  furnishing.  This  sys- 
tem is  particularly  well  adapted  to  self-instruction.  It  has 
been  applied  to  German,  French,  and   Spanish. 

An  interesting  development  in  language-teaching,  which 
deserves  a  passing  mention,  has  been  made  in  connection 
with  this  system.  This  is  the  utilization  of  the  phono- 
graph for  giving  native  pronunciation  of  each  language. 
It  is  too  early  to  speak  of  the  success  of  this  experiment, 
but  it  would  seem  to  be  a  promising  one.  Certainly  the 
phonograph  can  relieve  the  teacher  of  much  of  the  drudg- 
ery of  mere  sound  drill,  to  say  nothing  of  its  opening  the 
way  for  the  wider  employment  of  American  teachers, 
who  might  otherwise  have  been  discredited  on  the  ground 
of  imperfect  pronunciation.  In  any  case,  the  use  of  the 
phonograph  seems  to  have  great  possibilities  in  connection 
with  the  comparatively  new  science  of  phonology. 

In  connection  especially  with  self-instruction,  or  private 
study  of  languages,  two  methods  at  once  suggest  them- 
selves, which  may  be  called  respectively  the  unheroic 
and  the  heroic  ;  the  former  implying  the  use  of  transla- 
tions, the  latter  refusing  the  help  even  of  the  dictionary. 
In  regard  to  translations,  it  should  be  said  that,  outside 

Use  of  c>f  class-room  work,  at  least,  the  question  of 
translations,  their  usc  is  not  a  moral  one.  It  is  simply  a 
question    of    utility.     Their    helpfulness    doubtless  varies 


LANGUAGE   STUDY.  lO/ 

with  different  persons.  But  any  student  who  finds  that 
translations  give  him  an  earher  and  fuller  reading  com- 
mand of  a  language  would  do  wisely  to  employ  them. 
Another,  who  found  them  a  delusion  and  a  hindrance, 
would  be  foolish  not  to  let  them  alone.  Milton,  who 
was  an  accomplished  linguist,  advocated  the  use  of  trans- 
lations. The  poet  Southey,  who  was  widely  read  in 
European  literature,  had  the  following  practice  in  learn- 
ing languages.  Whenever  he  had  a  journey  to  make,  — 
this  was  in  the  days  of  stagecoaches,  and  long  journeys 
for  short  distances,  —  he  would  take  with  him  a  copy  of 
the  Bible  in  the  language  he  wished  to  learn.  By  giving 
his  time  to  the  reading  of  this,  he  found  that  when  he 
had  reached  his  journey's  end  he  was  able  to  attempt  any 
ordinary  book  in  the  language  without  the  help  of  a  dic- 
tionary. The  parallel  Testaments,  English  and  foreign, 
published  by  the  American  Bible  Society  and  sold  at  the 
remarkably  low  price  of  thirty-five  cents,  are  the  best  for 
the  ordinary  student,  and  may  be  heartily  recommended 
in  connection  with  college  language  courses. 

The  heroic  method  of  language-study  is  to  take  up  a 
book  in  an  unknown  tongue  and  attempt  to  read  it 
without  helps  of  any  kind.  On  the  first  page.  Heroic 
perhaps  a  word  or  two  may  be  recognized  ;  on  method. 
the  second  page,  a  few  more.  A  second  reading  will  add 
a  few  others  to  the  list  ;  till,  by  and  by,  after  careful 
reading  and  reviewing,  the  proportion  will  come  to  be 
reversed,  and  mf)re  words  will  be  made  out  than  passed 
over.  This  method  is  by  no  means  an  impracticable 
one.  A  distinguished  I-'rench  linguist  laitl  the  founda- 
tion of  his  wide  kncnvlcdge  of  ICnglish  in  this  manner. 
In  selecting  a  book   for  such   an   experiment   the  student 


lOS  THE  MASTERY  OF  BOOKS. 

should  choose  one  which  he  knows  beforehand  will  be 
sure  to  hold  his  interest,  like  one  of  Dumas'  novels, 
for  instance.  But,  whatever  method  is  adopted,  modern 
experience  unites  in  advising  to  read  much,  rather  than 
very  thoroughly,  where  a  reading-knowledge  is  the  end 
sought.  Grammar  is  a  special  subject,  and  has  its  own 
proper  place  in  the  educational  scheme  ;  but  it  must  not 
unimport-  ^^^  supposcd  au  important  factor  of  general 
ance  of  lauguagc-knowlcdgc.  Plato  knew  no  Greek 
grammar,  and  Shakspere  no  English  grammar. 


grammar. 


t> 


We  therefore  cannot  agree  with  what  Richard  Grant 
White  says,  in  contrasting  English  with  other  languages 
—  that  in  them  a  knowledge  of  the  grammar  is  necessary 
before  we  can  understand  the  language,  while  in  English 
the  converse  is  true.  As  a  matter  of  fact,  Latin,  which 
has  a  highly  developed  grammar,  was  taught  a  few  hun- 
dred years  ago  from  books  written  in  Latin  ;  so  that  the 
beginner  had  to  translate  his  grammar  before  he  could 
learn  it. 

A  point  not  to  be  overlooked  in  the  study  of  languages 

is  the  great  gain  that  comes  from  studying  them  in  groups. 

Language    A  German  philologist  has  declared  that  a  man 

groups.  could  travel  round  the  world  and  converse  with 
every  person  he  met  without  consciously  learning  a  new 
language,  if  he  would  simply  familiarize  himself  with  the 
new  words  he  met  in  passing  from  one  village  to  another 
along  his  route.  The  truth  of  this  statement  is,  however, 
more  important  for  the  philologist  than  for  the  linguist, 
but  it  well  illustrates  the  close  relationship  among  certain 
languages.  The  student  of  Latin  can  make  out  many 
words  in  an  Italian,  French,  Spanish,  or  Portuguese  book. 
The    student    of    German    can,    in    the   same   way,   make 


LANGUAGE   STUDY.  IO9 

a  beginning  with  Dutch,  Danish,  or  Swedish.  Not  only 
can  languages  be  learned  more  readily  by  studying  them 
comparatively,  but  they  are  in  this  way  more  firmly  held 
in  the  memory.  By  this  method  every  new  language  of 
a  group  becomes,  not  a  new  object  of  knowledge,  but  only 
a  modification  and  extension  of  the  old.  Let  the  student 
adopt  this  principle,  study  the  Romance  languages  in 
relation  to  Latin  and  French,  the  Germanic  languages 
in  relation  to  German  and  English,  and  he  will  find  not 
only  a  remarkable  lightening  of  his  toil,  but  also  an  equal 
awakening  of  interest. 

Emperor  Charles  the  Fifth  of  Germany  said  that  to 
learn  a  new  language,  is  to  acquire  a  new  soul.  This 
statement  is  but  an  exaggerated  tribute  to  the 

Moral 

real  broadening  of  the  sympathies  that  comes     effect  of 
through  the  study  of  foreign  languages.       For    language- 
in  order  to  understand  a  French  book,  for  ex- 
ample, we  must,  at  least  to  some  degree,  put  ourselves 
into  the  place  and  conditions  of   the  people   that   speak 
French.     Having  done  this,  we  can  never  again  look  upon 
them  as  alien  or  outlandish.     We  shall  not  think  the  less 
of  our  own  language  and  people,  but  we  shall  realize  that, 
important  as  the   English  race  is,  it  is  only  one  out   of 
many  races  by  which  the  problems  of  humanity  are  being 
solved.     \Vc  shall  perceive  that,  however  truly  our  own  is 
the  best  all-round  language,  other   languages,  and   some- 
times   humble    ones,    have    their    superiorities   in   certain 
particulars. 

Indeed,  the  development  of  the  soul  through  the  broad- 
ening effect  of  language-study  may  well  seem  of  even 
greater  importance  than  the  accompanying  education  of 
the   mental   faculties.      In  the  words  of   Professor   Math- 


no  THE  MASTERY  OF  BOOKS. 

ews,  the  stiuleiu  of  languages  "thus  loses  that  Chinese 
cast  of  mind  which  was  a  foe  to  all  self-knowledge  and 
to  all  self-improvement.  He  doubts  where  he  formerly 
dogmatized  ;  he  tolerates  where  he  formerly  execrated." 
Therefore,  if  the  modern  student,  by  reason  of  the 
multitude  of  languages  forced  upon  him,  is  tempted 
to  think  that  in  entering  the  temple  of  learning  he  has 
really  entered  the  tower  of  Babel,  he  comes  at  length  to 
realize  that  it  is  the  place,  not  of  the  dispersion,  but  of 
the  meeting  together,  of  the  peoples. 


CHAPTER    VIII. 

THE  PLACE    OF  THE  LIBRARY  LV  EDUCATION: 

The  conduct  of  savages  who  have  found  a  watch  has 
often  been  imagined  for  purposes  of  literary  illustration  ; 
but  we  may  venture  to  make  one  more  appli-  savages  and 
cation  of  it,  for  the  sake  of  the  light  which  it  a  watch. 
throws  upon  recent  library  development.  Let  us  first, 
however,  picture  clearly  to  ourselves  what  would  be  the 
inevitable  conduct  of  such  a  group  of  savages.  They 
would  mistake  the  watch  for  one  of  two  things  —  a 
trinket  or  a  god.  If  it  were  still  going  they  would  make 
it  an  object  of  worship.  In  any  case,  whatever  attention 
they  bestowed  upon  it,  they  would  catch  no  inkling  of  its 
real  character  and  uses.  Now,  if  we  may  suppose  the  tribe 
of  savages  to  be  so  isolated  as  not  to  come  into  contact 
with  a  ready-made  civilization,  and  yet  so  favorably  situ- 
ated as  to  develop  a  civilization  of  their  own,  we  may  be 
sure  that  a  period  would  arrive  when  the  positions  of  the 
sun  and  stars,  as  seen  by  the  unaided  eye,  would  no  longer 
furnish  a  sufficiently  fine  marking  of  time  ;  when  even 
the  sundial,  the  water  clock,  and  the  hourglass  would  be 
regarded  as  too  clumsy  for  scientific  timekeeping.  When 
civilization  had  reached  this  point,  superstition  would  have 
given  way  enough  to  allow  an  examination  of  the  ancient 
fetish,  the  watch.  Sooner  or  later  some  investigator 
would  contrive  to  set  it  going;  and  from  this  achieve- 
ment there  would  be  but  a  step  to  the  recognition  of  tlie 

III 


112  THE   MASIERY   OF  BOOKS. 

relation  between  the  movements  of  its  hands  and  the  time 
of  day.  So  that,  in  this  case,  when  science  had  grown  up 
to  the  point  of  needing  and  appreciating  the  services  of 
an  accurate  timekeeper,  it  woukl  not  have  to  invent,  but 
only  to  discover.  Various  problems  would  have  still  to 
be  solved,  such  as  the  relation  of  the  clock  day  to  the 
solar  day,  and  the  irregularities  and  variations  of  the 
instrument  ;  but  the  chief  point  would  have  been  gained 
—  the  recognition  of  what  the  watch  was  really  for. 

Or,  take  another  illustration,  more  within  the  bounds 
of  possibility.      It  might  easily  happen,  in  the  decay  of  a 

Cathedral  oucc  glorious  civilizatiou,  that  a  magnificent 
organ.  cathedral  organ  should  be  inherited  by  a  popu- 
lation wholly  incapable  of  employing  its  capacities.  If 
reverence  permitted  the  instrument  to  be  used  at  all,  its 
mighty  range  of  expression  might  be  drawn  on  only  to 
the  extent  of  accompanying  a  street  ballad,  or  rendering 
some  rude  melody  of  lament  or  rejoicing.  There  would 
be  neither  demand  for  its  powers  of  expression  nor  ability 
to  evoke  them.  But  suppose  the  changes  of  time  bring 
music  into  the  people's  hearts  and  a  longing  to  give  it 
utterance.  No  longer  will  the  organ  remain  neglected  or 
misused.  A  master  hand  again  will  sweep  its  keys,  and 
the  cathedral  arches  will  tremble  with  the  passion  of  an 
oratorio.  Once  more  it  is  not  invention  that  is  required, 
but  a  recognition  of  latent  capacity  in  an  instrument 
already  at  hand. 

Now,  it   is  no  exaggeration  to  say  that  what  the  clock 
is  to  astronomy  and  the  organ  to  music,  that  is 

Epitome  of  j  o 

library       the  library  to   education  ;   while  the   imaginary 

history.      liistory    that,   for    the    sake    of    illustration,  we 

have  connected  with  the  other  two,  is  but  an  epitome  of 


THE   PLACE    OF   THE   LIBRARY  IX  EDUCATIOX.       ll^ 

what  has  actually  occurred  in  the  course  of  library 
development.  First  an  ornament  or  an  idol,  then  the 
subject  of  blundering  experiment,  at  last  it  has  become 
a  potent  instrument,  comprehended  and  brought  under 
control  for  the  service  of  humanity. 

The  true  appreciation  of  the  place  of  the  library  in  edu- 
cation is  a  matter  of  such  late  development  ^  that  even  the 
best-managed  libraries  retain   enough   obsolete 

'^  °  Late  recog- 

features  to  indicate  what  their  past  condition  niuon  of  the 
must  have  been.  But  here  and  there  a  library  library, 
survives,  quite  untouched  by  the  modern  movement,  to 
present  an  object  lesson  in  library  antiquity.  Such  a 
library  is  apt  to  be  situated  in  some  inconvenient  locality, 
and  housed  in  a  dingy  building,  badly  lighted  and  worse 
ventilated.  The  hours  of  opening  are  few,  and  coincide 
with  the  busiest  times  of  the  day,  when  nobody  but. idlers 
and  people  of  leisure  can  visit  the  library.  The  books 
are  not  open  to  the  public,  and  if  they  were  their  chaotic 
arrangement  would  defeat  any  attempt  to  use  them  studi- 
ously. But  this  contingency  is  headed  off  still  farther  back 
in  the  management  of  the  library,  by  the  care  taken   to 

1  This  is  not  intencied  to  deny  an  early  appreciation  of  the  value  of  a 
library  to  a  college,  as  witness  the  following  account  of  the  founding  of  Vale 
College.  It  may  well  he  that  the  modern  recognition  of  the  importance  of 
the  library  in  higher  education  is  hut  a  recurrence  to  ideas  antedating  text- 
books and  cut-and-dried  knowle<lge.  The  watch  and  the  organ  of  our  illus- 
tration could  not  have  been  made  except  by  men  capable  of  appreciating 
them.  "Ten  of  the  principal  Ministers  in  the  Colony  were  nominated  .  .  . 
to  found  ...  a  College;  .  .  .  which  they  did  ...  in  the  following  Manner, 
viz. :  Each  Member  brought  a  Number  of  Hooks  and  presented  them  to  the 
Body;  and  laying  them  on  the  Table  said  these  Words,  or  to  this  Kffect :  '/ 
give  lime  Booki  for  the  founding;  a  Coltfi^e  in  this  Coloiiv.^  Then  the  Trus- 
tees as  a  Hody  took  Possession  of  them,  and  apjiojnted  the  Rev.  Mr.  Riissel 
of  Bran/ord  \.o  be  the  Keeper  of  the  Library,  which  then  consisted  of  about 
forty  Volumes  in  Polio."  — Thomas  Clap,  Annals  of  Vale  College,  1766,  p.  3. 

KOOP.    MAST,    or   BKS.  —  8 


I  14  THE  MASTERY  OF  BOOKS. 

avoid  acquiring  books  that  can  be  used  studiously.  When 
we  ask  what  books  arc  bought  we  shall  find  that,  outside 
the  hobbies  of  the  librarian  and  the  trustees,  few  books 

Museum  ^^'^  purchascd  except  rarities.  The  library  is, 
idea-  in  fact,  simjily  a  museum  of  curiosities.  The 
greater  the  practical  value  of  a  work,  the  less  attrac- 
tive it  is  to  the  book  committee.  But  let  it  be  rare,  if 
possible,  a  unique  copy,  —  it  matters  not  of  what,  only 
let  it  be  scarce  and  costly,  —  and  if  nobody  for  a  hundred 
years  will  care  to  consult  it,  so  much  the  better ;  the 
library  must  have  it,  though  a  year's  income  be  required 
for  its  purchase.  A  book  once  in  the  library  is  there  to 
stay.  It  would  cause  a  panic  in  the  directors'  room  if 
somebody  were  to  announce  the  discovery  that  libraries 
exist  which  actually  try  to  increase  their  circulation. 
No,  this  library  is  a  book-jail,  and  the  librarian  is  valu- 
able chiefly  as  a  turnkey. 

Now  there  is  a  place  for  the  museum-library.  Every 
American  ought  to  honor  the  memory  of  James  Lenox 
for  the  establishment  of  such  a  collection  in  New  York. 
But  a  very  few  such  are  enough  for  the  whole  country. 
The  above  is  no  exaggeration  of  the  uninviting  and  unfre- 
quented character  of  this  species  of  library.  One  day  a 
criminal,  of  whom  the  police  were  in  hot  pursuit,  was 
advised  by  a  literary  man  whom  he  knew  to  take  refuge 
in  one  of  the  great  libraries  of  New  York  City.  He  did 
so,  and  there  did  the  fugitive  from  justice  find  conceal- 
ment, until  night  came  and  he  was  able  to  escape  under 
cover  of  the  darkness.  It  never  occurred  to  the  brightest 
detective  to  look  for  his  prey  in  so  unfrequented  a  place 
as  a  public  library. 

The  librarian  of  one  of  our  historical  libraries  remarked, 


THE  PLACE   OF  THE  LIBRARY  IN  EDUCATION.       II5 

on  arranging  and  making  accessible  some  valuable  docu- 
ments :  "  Now  that  these  documents  are  in  order  and  can 
be  gotten  at  they  are  liable  to  be  stolen.  Hitherto  they 
have  been  protected  by  the  fact  that  no  thief  could  dis- 
cover them."  But  one  might  well  reply  that  if  nobody 
can  discover  them  they  might  as  well  be  stolen.  In  fact, 
nothing  astonishes  such  a  librarian  more  than  the  fact 
that  his  treasures  are  not  stolen,  that  they  go  on  gath- 
ering dust  beneath  the  eyes  of  a  kleptomaniac  world 
without  receiving  the  compliment  of  mysterious  disappear- 
ance. One  is  reminded  of  nothing  so  much  as  Holmes's 
grandfather,  and  his  frantic  efforts  to  protect  his  "  all- 
accomplished  maid  "  from  the  seizure  which  never  came 
—  greatly  to  the  poet's  regret  and  the  maiden's. 

The  fundamental  change  which  has  come  over  our 
progressive  libraries,  and  which  has  affected  the  selec- 
tion, arrangement,  cataloguing,  and  circulation  Modern 
of  the  books,  is  everywhere  of  comparatively  library 
late  development,  and  is  not  yet  a  generation  '"°^^'"^"'- 
old.  Many  causes  conspired  to  bring  about  this  revolu- 
tion in  library  methods,  some  of  them  of  long  standing, 
but  their  full  effect  was  not  felt  until  the  beginning  of 
the  seventies ;  indeed,  if  we  associate  the  new  era  in 
library  management  with  the  centennial  year  we  shall  not 
be  far  wrong.  This  year  saw  the  publication  of  the  great 
report  by  the  Bureau  of  Education  on  "  Public  Libraries 
in  the  United  States"  to  which  was  appended  Mr.  Charles 
A.  Cutter's  "  Rules  for  a  Dictionary  Catalogue,"  and 
also  the  founding  of  the  "  Library  Journal,"  the  organ- 
ization of  the  American  Library  Association,  and  the 
appearance  of  Mr.  Dewey's  "  Decimal  Classification."  Ikit 
these    were,    of   course,    results,    however   they   may    liave 


Il6  THE   MASTERY   OF  BOOKS. 

since  acted  as  causes,  and  to  find  their  origins  we  shall 
have  to  look  to  several  remote  and  distinct  movements. 

These  movements  workctl  in  two  directions,  inward  and 
outward,  yet  their  effect  on  libraries  was  the  same.     One 

Remote  ^^^  °^  movcmcnts,  which  we  may  term  the 
causes  of  the  extcnsivc,  includcs  school  use  of  libraries,  the 

change.  uuiversity  extension  movement,  and  the  Chau- 
tauqua movement.  The  other,  or  intensive,  is  represented 
by  the  seminary  method  in  university  work.  The  result 
of  both  sets  of  movements  was  to  develop  the  use  of 
libraries  for  reading  on  special  subjects,  rather  than  for 
scattered  reading.  Let  us  glance  in  turn  at  the  history 
of  these  movements. 

Among  the  first  men  to  perceive  the  imjDortant  part 
which  can  be  played  by  the  public  library  in  conjunction 
Libraries  and  with  school   work  was  Mr.  William  E.  Foster, 

schools.  |-j^g  efificient  librarian  of  the  Providence  Public 
Library.  Mr.  Samuel  S.  Green  of  the  Worcester  Public 
Library  was  also  another  early  promoter  of  school  work 
in  connection  with  the  library.  Now,  after  twenty  years, 
the  public  libraries  all  over  the  land  have  come  to  hold 
an  acknowledged  position  in  relation  to  the  school  system. 
Those  whose  school  life  has  been  recent  arc,  doubtless, 
personally  familiar  with  this  feature  of  its  training.  The 
practice  varies  with  different  places,  but  consists,  in  sub- 
stance, of  the  loan  of  books  from  the  public  library  to 
the  schools  for  home  or  class-room  reading  in  connection 
with  the  various  subjects  of  study.  Of  course  this  obliges 
the  library,  in  most  cases,  to  own  as  many  copies  of  each 
of  the  books  so  lent  as  there  are  schools  ;  sometimes,  in 
fact,  several  copies  of  one  book  are  sent  to  the  same 
school. 


THE  PLACE   OF  THE   LIBRARY  IN  EDUCATION.      11/ 

Nothing  scandalized  the  old-fashioned  librarian  more 
than  to  find  that  he  had  bought  a  duplicate  of  a  book 
already  in  the  library ;  the  managers  of  the  Astor  Li- 
brary, for  instance,  used  to  boast  that  it  contained  no 
duplicates.  But  modern  librarians,  like  Mr.  Foster,  Mr. 
Green,  Mr.  Larned,  and  Mr.  Crunden,  sometimes  recom- 
mend the  purchase  of  a  hundred  copies  of  one  book. 
If  all  the  grammar  schools  of  Providence,  Worcester,  Buf- 
falo, or  St.  Louis  are  studying  American  history,  every 
school  will  receive  its  appropriate  number  of  copies  of 
several  books  like  Coffin's  "  Old  Times  in  the  Colonies," 
Franklin's  "  Autobiography,"  Hawthorne's  "  Grandfather's 
Chair,"  and  Drake's  "  New  England  Legends  and  Folk- 
Lore,"  followed  by  books  illustrating  later  periods  of 
American  life,  such  as  Edward  Everett  Hale's  "  A  New 
England  Boyhood,"  and  Howells's  "  My  Year  in  a  Log 
Cabin."  With  other  topics,  the  same  method  is  pursued, 
with  the  same  result  —  the  subject  use  of  libraries.  The 
founding  of  our  numerous  free  high  schools,  and  their 
similar  use  of  public  libraries,  with  the  frequent  formation 
of  small  libraries  for  their  own  use,  have  wielded  an  in- 
fluence in  the  same  direction. 

What  is  now  familiarly  known  as  university  extension  is 
really  a  return  to  the  original  character  of  the  university; 
but  while  in  the  middle  ages  the  .students  university 
flocked  to  meet  the  lecturer,  under  the  modern  "tension, 
system  the  lecturer  leaves  the  seat  of  learning  and  goes 
out  to  meet  various  groups  of  students.  The  two  great 
universities  of  I'Lngland,  Cambridge  aiu]  Oxford,  had  for 
two  hundred  years  been  dead,  not  in  trespasses  and  sins, 
but  in  classics  and  theology.  I'^xccjit  to  some  extent  in 
mathematics,  thcv  had  no  connection  with  the  intellectual 


Il8  THE   MASTERY  OF  BOOKS. 

life  of  the  world.  The  results  of  European  scholarship 
they  sneered  at,  but  had  nothing  better  to  give  instead. 
One  can  imagine  that  the  intellectual  life  of  the  luiglish 
people  would  look  elsewhere  for  guidance  ;  and,  accord- 
ingly, as- early  as  the  year  1800  we  notice  the  founding  of 
the  first  mechanics'  institute,  where  lectures  on  natural 
philosophy  were  given  to  the  public.  Though  opposed 
by  the  aristocracy,  the  movement  went  on.  Men  like 
Thomas  Arnold,  Charles  Kingsley,  and  Frederick  Robert- 
son were  among  these  lecturers  to  workingmen. 

In  1854  Frederick  Denison  Maurice  founded  the  Work- 
ingmen's  College  in  London,  which  was  a  long  stride  in 
the    new    direction    of    educational    democracy. 

T  r>  r^     r        ^  ill  •  •  ''"  England. 

In  1857,  Oxford  started  local  examniations 
throughout  England  for  the  improvement  of  schools.  In 
1867,  Professor  Stuart  of  Cambridge  gave  a  series  of  lec- 
tures in  the  North  of  England,  which  involved  the  chief 
points  of  the  modern  extension  system.  These  points, 
with  two  others  since  added,  are  :  A  course  on  one  sub- 
ject ;  a  printed  syllabus  ;  voluntary  written  exercises,  to 
be  corrected  by  the  lecturer ;  the  class  for  discussion  and 
review  of  the  lecture  ;  the  final,  written  examination. 
At  the  present  time,  both  Oxford  and  Cambridge  admit 
extension  work  as  a  part  of  the  regular  preparation  for 
the  degree  of  Bachelor  of  Arts.  About  fifty  thousand 
persons  in  all  parts  of  England  are  now  attending  uni- 
versity extension  courses  ;  some  of  the  most  promising 
students  having  come  from  the  mines  and  the  docks. 
It  should  be  added  that  the  lecturers  are  young,  enthu- 
siastic men,  whose  work  is  first  submitted  for  approval 
to  a  critical  college  audience.  In  connection  with  this 
great  movement  should  be  mentioned  a  most   important 


THE   PLACE    OF   THE   LIBRARY  I.V  EDUCATION.       II9 

offspring  of  it,  —  the  college  settlement,  —  which,  while  it 
has  but  little  direct  bearing  on  libraries,  should  never 
be  omitted  in  any  mention  of  the  intellectual  and  social 
efforts  of  our  age. 

In  America,  university  extension  was  preceded  by  an 
even  more  thorough  system  of  lyceum  and  popular  lectures 
than    those  of    England ;    but    they  all    lacked 

In  America. 

the  consecutive  subject  and  class-room  charac- 
ter that  forms  the  basis  of  extension  work.  The  begin- 
nings of  American  university  extension  may  fairly  be  asso- 
ciated with  Johns  Hopkins  University,  which  was  opened 
for  instruction  in  the  centennial  year,  1876.  From  that 
time  to  the  present,  one  of  the  prime  movers  in  the 
American  phase  of  the  work  has  been  Prof.  Herbert  B. 
Adams  of  that  university.  While  American  conditions 
are  very  different  from  English,  the  movement  seems 
now  to  be  well  established,  and  to  be  entering  on  a 
career  of  unmeasured  usefulness.  It  is  hardly  necessary 
to  add,  what  must  be  obvious  to  all,  that  such  lectures 
upon  definite  subjects,  with  full  references  to  books, 
involved  an  immediate  pressure  upon  libraries  to  fur- 
nish themselves  with  the  standard  books  on  these  sub- 
ject.s,  and  the  result  has  been  an  entire  revolution  in  their 
old  haphazard  methods  of  purchase. 

University  extension  has  been  called,  by  a  somewhat 
unflattering  comjwrison,  the  salvation  army  of  education. 
It    is,   however,   no    figure   of    speech,   hut    the 

Chautauqua. 

literal  fact,  that    the    great   Chautau<|ii;i  move- 
ment is  the  camp  meeting  of  education.     And  just  as  the 
camp  meeting  is  the  American  counterpart  of  the  ICnglish 
salvation    army,   so,   under  American    conditions,   a    more 
natural    development    than    university    extension    is     the 


IJO  TJIK   MASTERY   OF  BOOKS. 

work  of  the  Chautauqiui.  At  Fair  Point,  on  Lake  Chau- 
tauqua ill  western  New  York,  a  camp  meeting  was,  in 
1874,  transformed  into  a  conference  for  the  improvement 
of  Sunday-school  work.  The  scope  of  the  conference  has 
year  by  year  been  extended  until  it  now  touches  every 
field  of  educational  activity.  In  1878  was  organized  that 
feature  of  Chautauqua  work  which  has  brought  it  into 
widest  note,  namely,  the  Chautauqua  literary  and  scien- 
tific circles  for  the  encouragement  of  home-reading. 
Thousands  of  students  all  over  the  country  are  annually 
enrolled  for  a  four  years'  course  in  this  department.  A 
widely  circulated  magazine,  "  The  Chautauquan,"  is  pub- 
lished in  connection  with  the  work  of  the  circles.  Written 
reports  upon  subjects  pursued  are  sent  to  the  secretary, 
by  whom  they  are  examined  and  rated.  The  demands  of 
these  courses  have  in  many  instances  required  the  writing 
of  new  and  special  text-books.  While  no  degrees  are 
given,  the  student  receiving  only  a  certificate  of  work 
done,  the  beginnings  so  made  have  often  led  to  actual 
college  work.  In  other  cases,  where  unfavorable  condi- 
tions have  prevented  exclusive  devotion  to  study,  who 
shall  estimate  the  gain  in  intellectual  and  moral  stim- 
ulus to  thousands  of  hard-working  young  men  and  women 
through  these  correspondence  classes  ! 

Nor  is  the  Chautauqua  without  its  closer  contact  with 
college  work.  Its  College  of  Liberal  Arts,  under  the 
direction  of  President  Harper  of  Chicago,  was  designed 
as  a  summer  school  of  college  work ;  there  advanced 
students  may  meet  leading  specialists,  whose  summer 
lectures  and  personal  advice  are  followed  up  through  the 
year  by  home  study  and  correspondence.  Lastly,  univer- 
sity extension  itself  was,  in    1888,  incorporated  into  the 


THE   PLACi:    OF    THE   LIBRARY  TV  EDUCATION.       12  1 

scope  of  Chautauquan  enterprise,  and  much  of  the  success 
of  this  movement  in  the  West  and  South  has  been  due  to 
the  influence  radiating  from  Lake  Chautauqua. 

Important  work  has  been  accomphshed  by  the  Society 
for  Home  Study,  organized  in  Boston.  By  it  lists  of 
books  are  sent  out,  books  are  lent,  and  work  is  super- 
vised by  correspondence.  Correspondence  classes  have 
also  been  established  at  various  institutions. 

The  vital  connection  between  the  methods  of  university 
extension  and  the  systematic  use  of  libraries  was,  in  1887, 
urged    by    Prof.    Herbert    B.    Adams   of  Johns 
Hopkins,  at  the  annual  conference  of  the  Ameri-        ^^^ 
can    Library  Association.      The  suggestions  of    university 
the    speaker  were  adopted  at  the  public  libra- 
ries  of   St.   Louis,  Buffalo  and  elsewhere,  lectures  being 
organized   at  these  institutions,  with   printed    syllabi  and 
class-work,  in  connection  with  the  resources  of  the  library 
on    the    subject    discussed.      In   fact,  the  modern   public 
library   is    now   considered    as   incomplete  without   rooms 
for    class-work,   as   a   modern    college    department    would 
be  without    its    own    special   library,   so    intimate    is    the 
present    connection    between    the  library   and   education. 
Before  leaving  this  point  let  us  emphasize  the  difference 
between    the    lectures    of    these    systems    and 

•'  "Extension" 

those  of  the  ordinary  "  courses  "  and  "  bureaus."         and 
The  difference    is    that    l)etwcen    striking   one     "bureau" 

.,  <  ,  courses. 

blow  on  each  of  a  dozen  nails,  and  a  dozen 
blows  on  one  nail.  Under  the  ordinary  ])ccuin  i)lan, 
the  individual  lectures  may  all  be  good,  but  they  have 
no  connection  with  one  another.  In  the  educational 
courses  the  lectures  may  not  be  so  brilliant  and  entertain- 
ing, but  they  have  the  far  greater  excellence  of  leaving 


122  THE  MASTERY  OF  BOOKS. 

at  the  end  of  a  series  a  definite  addition  to  the  hearer's 
knowledge.  Each  lecture  has  deepened  the  impression 
of  the  preceding.  It  may  fairly  be  said  that  we  have 
in  this  difference  just  the  distinction  between  entertain- 
ment and  education. 

There  can  be  no  doubt  that  the  recent  multiplication  of 
summer  schools  of  instruction  in  the  most  varied  depart- 
ments of  learning  has  had  its  effect  upon  the  demands 
for  books  made  at  our  public  libraries,  and  thus  upon 
library  development  ;  but  a  much  more  potent  influ- 
ence  in   modifying  the  character  of    the  books  added  to 

Reading  our  libraries  has  gone  forth  from  the  reading 
clubs.  clubs,  which  of  late  years  have  become  so 
numerous.  These  are  generally  conducted  by  ladies. 
Their  subjects  of  study  cover  a  wide  range,  but  incline 
most  to  history,  literature,  and  art.  It  is  no  uncommon 
thing  for  a  library  to  begin  six  months  ahead  to  buy 
books,  —  in  some  cases  more  than  one  copy  of  the  same 
work,  —  against  the  demands  that  it  is  announced  will  be 
made  upon  its  resources  by  the  winter's  work  of  such 
a  reading  club.  Librarians,  moreover,  unite  in  regarding 
such  purchases  of  books  by  subjects  as  among  the  most 
valuable  additions  made  to  their  shelves. 

So  far  we  have  touched  mainly  on  what  was  called  the 
extension  of  knowledge,  and  its  effect  upon  libraries.  We 
have  now  to  see  how  a  powerful  influence  toward  the 
intension  of  knowledge  has  equally  affected  the  library, 
in  particular  the  university  library.     If  university  exten- 

Seminary       sloU   WaS   UnkuOWU  tO  the   Studcut  of    half  a  gen- 
method,     eration  ago,  a  like  ignorance  characterized  him 
in   regard  to  what  is  now  admitted  to  be  one  of  the  most 
revolutionary  forces  in  the  modern  university  —  the  semi- 


THE   PLACE    OF   THE   LIBRARY  IX  EDUCATIOiV.       IZJ 

nary  method.  Like  all  the  greatest  things,  it  is  extremely 
simple,  and  the  wonder  is  that  it  was  not  adopted  earlier ; 
for  the  seminary  method  is  simply  the  application  of  the 
laboratory  principle  to  departments  outside  of  physical 
science. 

If  we  owe  university  extension  to  England  and  the 
Chautauqua  to  America,  we  are  indebted  for  the  sem- 
inary method  to  that  country  which  has  led  the  world 
in  university  work  in  recent  times,  namely,  to  Germany. 
There,  about  the  year  1840,  the  seminary  method  had 
its  rise  in  the  private  study  of  the  eminent  historian, 
recently  deceased  at  the  age  of  ninety-one,  Leopold  von 
Ranke,   who  was  accustomed   to   gather  about 

1   .  .         ,   .  .  Ranke. 

him  m  his  own  historical  workshop  his  ad- 
vanced pupils,  and  there  discuss  the  sources  of  history  — 
the  original  documents,  written  or  printed,  on  which  all 
history  is  based.  This  method  had  been  applied  earlier 
to  philological  study  ;  and,  indeed,  its  name  is  derived  from 
the  Jesuit  seminaries  of  the  middle  ages,  where  similar 
conferences  between  teacher  and  pupil  were  customary. 
But  its  development  in  our  own  times  is  directly  traceable 
to  the  example  of  Ranke  and  the  scholars  whom  he 
trained. 

We  can  but  notice  how  intimately  the  library  comes 
into  play  in  seminary  work.  Ranke's  conferences  were 
held  in  his  own  library  —  and  let  us  rcmcni])cr  tliat 
this  wonderful  collection  of  books  is  now  in  America,  in 
the  possession  of  Syracuse  University.  Later  teachers 
have  followed  his  example,  or  have  had  at  their  disposal 
separate  department  libraries,  as  at  Harvard  and  Brown 
Universities  ;  or,  as  at  Michigan  and  Cornell  Universities, 
and  in  the  new  library  of  Columbia  University  they  use,  in 


IJ4  ^-^^^   MASTEKY   OF  BOOKS. 

the  main  library  building,  rooms  to  which  its  resources  are 
easily  accessible.  The  seminary  method  is  not  confined  to 
the  historical  courses.  In  fact,  there  is  no  course  in  which 
research  is  involved  where  it  may  not  be  applied  ;  though 
in  all  departments  we  may  believe  it  to  be  still  in  its 
.    ,.     .       earliest  stages  of  development.     As  the  teacher 

Application  '^  ^ 

of  seminary  ccascs  to  bc  au  oraclc  and  takes  on  the  char- 
method.  ^j,^gj.  p£  ^  fellow-Student,  like  the  late  John 
Richard  Green,  who  prophesied  that  he  should  "  die 
learning,"  his  instruction  will  more  and  more  assume  the 
character  of  a  conference,  in  which,  instead  of  posing  as 
an  original  source  of  knowledge,  the  teacher  will  strive 
always  to  impart  to  his  pupils  the  power  to  use  original 
sources.  This  means  that  the  professor  will  be  the  best 
librarian  of  his  own  department,  and  implies  an  increased 
use  of  books  and  the  growing  importance  of  the  library 
as  the  center  of  the  university's  life.  On  the  part  of  the 
student,  the  introduction  of  the  seminary  method  involves 
a  greater  maturity  of  judgment  and  generally  a  better 
outfit  for  advanced  work,  especially  in  language-knowl- 
edge, than,   in  the  past,  has  been  deemed  necessary. 

A  subordinate  application  of  the  seminary  principle  is 
what  is  called  the  "topical"  method,  involving  brief  reports 

"Topical"  by  students,  consisting  of  five  or  ten  minute 
method.  talks  bcforc  the  class  on  subjects  connected 
with  the  work  of  the  department.  The  ])reparation  for 
these  reports  necessarily  involves  extensive  use  of  the 
library  and  develops  valuable  acquaintance  with  sources 
of  information. 

These  various  divisions  of  one  great  movement  are  now 
well  established.  We  have  secondary  education,  we  have 
university  extension,   and   we  have   the    Chautauqua ;    we 


THE   PLACE    OF   THE   LIBRARY  IX  EDUCATION.       \2$ 

have  also  the  college  with  its  seminary  method,  and  with 
each  we  have  a  new  importance  assigned  to  the  library. 
Books  are  being  read  in  a  new  and  more  vital  way,  in 
which  not  the  form  but  the  substance  is  chiefly  valued. 
This  is  an  unquestionable  gain,  as,  on  the  whole,  the 
entire  movement  both  for  the  popularization  and  for  the 
specialization  of  knowledge  has  shown  itself  to     ^ 

t^  °  Dangers. 

be.  On  the  other  hand,  however,  the  new  edu- 
cation is  not  without  its  dangers.  Secondary  education, 
the  training  of  the  grammar  school  and  the  high  school, 
sometimes  breeds  a  conceit  born  of  ignorance,  which  effect- 
ually blocks  the  path  of  further  knowledge.  We  find  in 
all  walks  of  life  men  with  just  this  dangerously  little 
education,  that  Lord  Bacon  so  warns  us  against,  which 
makes  them  in  the  pride  of  their  ignorance  rise  up  as 
opponents  of  higher  education.  A  different  danger  attends 
the  work  of  the  Chautauqua  and  the  university  exten- 
sion ;  namely,  the  danger  that  in  popularizing  knowledge 
we  may  also  cheapen  it,  that  we  may  degrade  it  from 
science  into  mere  information,  or  even  entertainment. 

Standing  at  the  other  extreme,  the  intension  of  knowl- 
edge, as  represented  by  the  work  of  the  modern  specialist, 
may  run  into  the  great  mistake  of  taking  knowl- 

J  <=>  °  Excessive 

edge  out  of  relation  to  life  ;  so  that  the  scholar,  speciaiiza- 
with  all  his  minute  and  thorough  learning  on  *'°"- 
one  subject,  becomes,  outside  his  study  or  lecture-room, 
as  helpless  as  a  German  professor  of  my  acquaintance, 
who  was  sitting  near  a  hot  stove,  and  could  not  tell  what 
to  do  to  avoid  the  heat,  until  he  had  asked  his  servant 
and  received  the  advice  to  move  his  chair  farther  off. 
Such  a  divorce  of  learning  from  life  is  not  likely  to 
be    common    in    America,    but    it    represents    a    drawback 


126  THE   MASTERY  OF  BOOKS. 

that    in    some   countries   has    been    found    to    attend    the 
extreme  speciahzation  of  knowledge. 

One  natural  result  of  the  sudden  rise  of  the  library 
into  educational  prominence  is  the  lack  of  efBcient  libra- 
Profession  of  I'laus.  It  is  hardlv  twenty  years  since  the  new 
librarian.  Yiio.  was  brcathcd  into  the  library  body,  and 
for  only  half  this  time  has  systematic  instruction  in 
library  economy  been  attainable  anywhere  in  the  world. 
An  accomplished  librarian  once  said  to  mc  that  he  did 
not  believe  there  was  a  man  in  the  country  capable  of 
adequately  administering  a  public  library  of  half  a  mil- 
lion volumes.  This  is  an  extreme  statement,  but  it 
illustrates  at  once  the  difficulty  of  the  task  which  con- 
fronts the  modern  librarian,  and  the  amount  of  "room 
on  top  "   in  this  comparatively  new  profession. 

It  need  hardly  be  stated  that  the  modern  definite  char- 
acter of  the  library  calls  for  a  great  increase  of  expendi- 
ture;  but  it  should  be  realized  that  the  founding  and 
endowment  of  libraries  and  library  funds,  as  well  as  lesser 
gifts  to  libraries,  have  become  a  far  more  definite  contri- 
bution to  educational  work  than  under  former  conditions. 
Endowment  And  it  must  be  acknowledged  that  beneficent 
of  libraries,  people  havc  not  been  slow  to  realize  this  new 
field  of  activity.  The  gift  of  Mrs.  Fiske  to  Cornell  Uni- 
versity, the  Newberry  and  Crerar  bequests  in  Chicago,  the 
founding  and  later  consolidation  of  the  Astor,  Lenox,  and 
Tilden  libraries  in  New  York,  the  Billings  Library  of  the 
University  of  Vermont,  the  various  library  funds  and 
endowments  throughout  the  country,  —  all  point  to  the 
appreciation  by  wealthy  philanthropists  of  the  fact  that 
in  the  library  has  now  been  opened  a  new  educational 
field  second  to  none  in  importance. 


THE  PLACE    OF   THE   LIBRARY  LV  EDUCATION.       12 J 


BOOKS  OP  REPERENCE. 

The  student  may  consult   with    advantage    the    following    refer- 
ences :  — 

Adams,  H.  B.  Seminary  Libraries  and  University  Extension;  in  Johns  Hop- 
kins University  Studies,  November,  1887.  —  The  Study  of  History  in 
American  Colleges  and  Universities;  in  United  States  Bureau  of  Edu- 
cation, Circular  of  Information,  1887,  No.  2. 

Dewey,  M.  Libraries  as  Related  to  the  Educational  Work  of  the  State ;  — 
Libraries,  Address  before  University  Convocation;  in  University  of  the 
Slate  of  New  York,  Regents'  Bulletin,  1890,  No.  3. 

Foster,  F.  H.  Seminary  Method  Illustrated  from  Church  History.  New 
York,  1 888. 

Green,  S.  S.  Library  Aids.  New  York,  1883. —  Libraries  and  Schools. 
New  York,  1883. 

Hall,  E.  W,  The  Teacher  and  the  Library;  in  Report  of  Maine  Superin- 
tendent of  Schools,  1888. 

Hall,  G.  S.,  editor.  Methods  of  Teaching  History.  Second  edition.  Bos- 
ton, 18S9. 

Library  Journal,  school  number,  April,  1895, 

Perkins,  F.  B.,  and  Mathews,  W.  Professorships  of  Books  and  Reading; 
in  United  States  Bureau  of  Education,  Public  Libraries,  Special 
Report,   1876. 

Providence  Public  Library  Bulletin,  May,   1895. 

Robinson,  O.  H.  Relation  of  Libraries  to  College  Work;  in  Library  Jour- 
nal, 1881,  pp.  97-104. 

Robinson,  O.  II.,  aud  Winsor,  J.  College  Libraries  as  Aids  to  Instruction; 
in  United  States  Bureau  of  Education,  Circular  of  Information,  1880, 
No.  I. 

See  also  the  various  publications  of  the  University  of  the  State 
of  New  York. 


CHAPTER    IX. 

READING    COURSES. 

A  MARKSMAN  who  could   placc   a   hundred   shots   in   a 

target    without    missing    would   find   the  difficulty   of    his 

task   greatly   increased    if  he   were   required  to 

Purpose  fc>  y 

versus  plant  thc  shots  in  orderly  succession  like  that 
method.  q£  ^i^^,  letters  on  this  page  ;  and  after  he  had 
done  his  best,  the  appearance  of  the  two  targets  would 
probably  not  be  very  different.  So  with  reading.  It  is 
not  denied  that  there  are  advantages  in  methodical  read- 
ing ;  but  it  is  doubtful  if  they  pay  for  the  great  increase 
of  effort,  or  after  all  equal  that  of  the  variety  afforded  by 
reading  in  a  more  desultory  manner.  The  old-fashioned 
courses  of  reading  usually  started  the  reader  with  history, 
and  laid  out  work  enough  to  occupy  his  spare  moments 
for  a  year  or  five  years,  if  indeed  they  did  not  mortgage 
his  leisure  for  the  rest  of  his  natural  life.  A  reader  of 
the  year  of  grace,  1896,  who  was  engiged  upon  such  a 
course,  if  he  were  asked  whether  he  had  read  "Trilby," 
might  be  obliged  to  answer,  as  a  New  York  lady  did,  that 
his  reading  course  wouldn't  get  down  to  modern  English 
fiction  until  1900. 

It  is  not  the  courses  themselves  that  are  specially  open 
to  criticism,  for  they  are  often  prepared  with  great  care 
and  scholarship^  ;  it  is  the  use  that  is  made  of  them  that 

^  Several  of  the  st.indard  reading  courses  are  included  in  the  list  of  books 
on  the  subject  of  Reading,  wJiich  forms  the  last  chapter  of  this  volume. 

128 


READING    COURSES.  1 29 

needs  radical  improvement.  If  undertaken  blindly,  just  as 
they  run,  from  prehistoric  times  to  the  present,  such 
courses  are  not  likely  to  do  much  harm  —  or  good ;  for 
few  readers  ever  persevere  beyond  the  first  two  or  three 
volumes.^  In  fact,  if  a  reader  is  determined  to  read  the 
list  in  order,  it  would  be  far  better  to  read  backwards  and 
take  the  latest  writers  first.  Such  a  method  has  the  phil- 
osophical advantage  of  proceeding  from  the  known  to  the 
unknown,  and  is  likely  to  interest  the  reader  at  the  start 
and  lend  attraction  to  works  of  remoter  concern  which 
otherwise  would  not  have  been  able  to  hold  his  attention. 
Much  better,  however,  because  more  in  harmony  vanet 
with  the  laws  of  mental  action,  is  the  practice  of  with 
combining  variety  with  system  ;  of  delivering  the  system, 
shots  at  random  so  long  as  they  all  hit  the  target.  Most 
minds  indeed  will  derive  profit  from  keeping  several  liter- 
ary irons  in  the  fire  at  once  The  mind  when  tired  of  his- 
tory is  refreshed  by  a  book  of  travels,  from  travels  it  turns 
to  fiction,  and  again  takes  up  its  reading  of  history  with 
renewed  zest.  Or  poetry,  criticism,  philosophy,  science, 
sociology,  may  in  turn  afford  mental  food  and  recreation. 
In  Mark  Twain's  "  Innocents  Abroad  "  the  author  in- 
terrupts his  narrative  to  give  an  account  of  his  experience 
one  night  in  a  back-country  American  iim,  MarkTwain-s 
including  the  results  of  his  asking  the  porter  poner. 
for  something  to  read.  It  was  on  this  occasion  that  he 
asked  for  two  candles,  one  to  see  the  other  by,  a  phrase 

'  Look  at  a  set  of  Bancroft's  "  History  of  the  United  States,"  or  Hume's 
"  England,"  on  the  shelves  of  a  puljlic  library.  The  cliances  are  that  the 
first  third  of  the  work  has  required  rcliindinj^,  the  first  volume  being  nearly 
worn  out,  while  the  last  volume  is  as  fresh  as  when  it  left  the  ofTice  of  inibli- 
cation. 

KOOP.    MAST.    OF    DKS.  — 0 


I30  THE   MASTERY  OF  BOOKS. 

which  rivals  Milton's  celebrated  '*  darkness  visible."     This 
is  the  concluding  paragraph  :  — 

"The  genius  of  that  porter  was  something  wonderful.  He  put  an 
armful  of  books  on  tlie  bed  and  said  '  Good-night '  as  confidently  as 
if  he  knew  perfectly  well  that  those  books  were  exactly  my  style 
of  reading  matter.  And  well  he  might.  I  lis  selection  covered  the 
whole  range  of  legitimate  literature.  It  comprised  'The  Great  Con- 
summation," by  Rev.  Dr.  Cummings  —  theology;  -Revised  Statutes 
of  the  State  of  Missouri" — law;  'The  Complete  Horse-Doctor"  — 
medicine;  'The  Toilers  of  the  Sea,"  by  Victor  Hugo  —  romance; 
'The  Works  of  William  Shakspere'  —  poetry.  I  shall  never  cease 
to  admire  the  tact  and  the  intelligence  of  that  gifted  porter." 

The  whole  story  is  worth  reading,  not  only  for  its 
humor,  but  also  because  it  presents  one  of  the  most 
remarkable  cases  of  real,  or  imputed,  enthusiasm  for 
reading  ever  recorded. 

Variety  is  not  only  the  spice  of  reading  courses,  but  it 
is  also  the  quality  by  which  they  are  adapted  to  the  needs 
Individual  of  individual  readers,  and  so  made  widely  profit- 
tastes,  able.  Years  of  experience  never  quite  inure 
the  librarian  to  the  endless  variety  of  tastes  in  the  matter 
of  reading.  To  most  of  us  the  last  two  of  the  porter's 
five  books  are  the  only  ones  that  we  should  ever  think 
of  opening.  Yet  it  is  safe  to  say  that  each  of  the  other 
three  finds  every  week  a  reader  somewhere  in  our  country. 
But,  after  all,  perhaps  the  greatest  benefit  to  be  de- 
rived from  variety  is  the  intellectual  health  that  comes 
from  manifold  information  and  interest.  The  proverb, 
"  Beware  of  a  man  of  one  book,"  would  be  quite  as 
effective  if  it  read,  "  Beware  of  being  a  man  of  one  book." 
Necessary  as  specialization  is,  under  human  limitations, 
to  the  attainment  of  greatness  in  science  or  scholarship, 


READIXG    COURSES.  I3I 

it  is  nevertheless  attended  by  evils  that  are  felt  by  every 
investigator.  Narrowness  of  mental  vision  not  only  loses 
all  outside  its  range,  but  lacks  means  of  comparison  to 
judge  aright  the  objects  within  the  scope  of  its  vision. 
Persons  who  live  exclusively  upon  rice  or  potatoes,  which 
are  fat-producing  foods,  do  not  grow  fat.  In  the  same 
way,  readers  who  gorge  themselves  with  a  single  food 
from  the  board  of  knowledge  become  only  intellectual 
starvelings.  As  much  error  arises  from  one-sided  knowl- 
edge as  from   ignorance  itself. 

But  there  may  be  system  even  in  variety ;  and  perhaps 
the  best  way  to  construct  a  reading  course  that  shall  be 
varied  upon  some  better  principle  than  mere  caprice, 
is  to  follow  a  hint  contained  in  one  of  Lord  Bacon's 
most  brilliant  works,  "  The  Advancement  of  Learn- 
ing." This  treatise  was  published  fifteen  years  before 
his  "  N^ovuvi  Orgamun,"  and  in  a  manner  Hint  from 
prepares  the  way  for  that  crowning  work,  by  Bacon's  "De 
presenting  an  outline  of  human  knowledge,  with  "S'^entis. 
an  investigation  of  the  extent  to  which  each  department 
had  been  cultivated.  Theology,  for  instance,  up  to  Bacon's 
time,  had  been  studied  much  more  than  the  natural  sci- 
ences ;  since  the  appearance  of  his  "  Novum  Organum," 
and  largely  through  its  impulse,  the  sciences  have  re- 
ceived increasing  attention. 

Let  the  reader,  therefore,  who  wishes  to  adapt  his  reading 
to  his  needs,  draw  up  an  outline  map  of  the  literary  world, 
and  note  what  regions  he  is  familiar  with,  what      ^^  ^^ 
he  has  some  knowledge  of,  and  of  what  he  finds      human 
himself  entirely  ignorant.     It  is  not  advised  that  ^^°^  ^'^^^' 
any  reader  should  attempt,  like  Bacon,  to  take  all  knowl- 
edge   for    his    province,    though    any    mind    must    derive 


12,-  THE  MASTERY  OF  BOOKS. 

benefit  from  a  bird's-eye  view  of  human  knowledge ;  but 
it  is  beliex'ed  that  this  method  will  prove  more  constantly 
suggestive  and  hel[:)fiil  tlian  any  other,  and  will  soonest 
enable  the  niintl  to  convert  practice  into  instinct,  and  dis- 
pense with  conscious  method  altogether. 

Such  a  classification,  with  the  titles  of  about  fifteen  hun- 
dred valuable  works,  is  here  offered,  the  divisions  being  in 
Representa-  thc  main  thosc  of  Mr.  Charles  A.  Cutter's  "  Ex- 
tive  list.  pansive  Classification,"  which  was  designed  for 
the  arrangement  of  books  in  libraries.  The  list  has  been 
based  upon  the  "  American  Library  Association  Catalog  " 
of  five  thousand  volumes  exhibited  at  Chicago  in  1 893  ; 
but  variations  have  been  freely  made.  The  compiler  has 
sought  to  give  the  correct  dates  of  publication,  either  of 
the  first  editions  or  of  the  last  important  revisions.  The 
original  place  of  publication  has  also  been  stated,  no  notice 
being  taken  of  reprints.  Two  classes  of  books  are  in 
general  given  under  each  division  —  the  standard,  or 
authoritative,  works  on  the  subject,  and  the  more  read- 
able or  popular  books ;  the  former  are  marked  by  an 
asterisk.  The  classification  is  arranged  under  fourteen 
main  divisions,  to  a  discussion  of  which  the  rest  of  the 
present  chapter  will  be  devoted,  in  the  hope  of  throwing 
light  on  the  path  of  the  reader  in  entering  unfamiliar 
regions  of  literature. 

The  first  division,   Reference  Books,  has  already  been 

discussed  in   Chapter  IV.,  but   chiefly  with  regard  to  the 

Reference     ^^^c  of  thc  cxtcnsivc  reference  outfit  of  a  large 

books.  library.  Something  may  be  said  here  concern- 
ing the  reader's  own  reference  library.  It  should  consist 
of  all,  or  as  many  as  possible,  of  the  following  classes  of 
•works,  mentioned  in  tlie  order  of   their   importance :   an 


READING    COURSES.  I  33 

English  Dictionary  (the  "  International "  ),  a  Cyclopedia 
(Johnson's),  an  Atlas  ("  Globe  Hand  Atlas  "),  a  Biograph- 
ical Dictionary  (Lippincott's),  a  Gazetteer  (Lippincott's, 
or  for  the  last  two  the  Century  "  Cyclopedia  of  Names  " 
may  be  substituted).  These  books  should  be  kept  within 
easy  reach  for  consultation  on  unfamiliar  points  that  occur 
in  reading. 

The  second  division,  Philosophy,  represents  that  depart- 
ment of  human  knowledge  or  speculation,  which  exhibits 
the  utmost    powers  of  human    thought.      It  is. 

Philosophy. 

therefore,  not  easily  capable  of  popular  presen- 
tation ;  yet  no  reader  should  be  content  to  remain  ignorant 
of  its  outlines  and  the  general  course  of  its  development. 
The  reading  of  Salter's  "  First  Steps  "  and  Schwegler's 
"History"  will  at  least  indicate  to  the  reader  whether 
he  has  any  mental  fitness  to  pursue  the  subject  further. 
An  entrance  to  the  domain  of  philosophy  is  often  most 
easily  effected  from  the  side  of  ethics,  or  the  conduct  of 
life,  r^or  such  a  purpose  Professor  Seth's  volume,  though 
somewhat  technical,  cannot  fail  to  awaken  an  interest  in 
any  mind  possessed  of  an  aptitude  for  philosophy. 

The  third  division,  Religion,  represents  such  an  enor- 
mous library  of  its  own,  and  the  reader's  relations  to  it 
are   of   such  a  personal   character,  that  advice 

Religion. 

in  regard  to  reading  on  this  topic  becomes  a 
matter  at  once  difficult  and  delicate.  But  certain  lines  of 
reading  may  at  least  be  indicated.  No  better  introduction 
to  the  general  subject  is  needed  than  James  I'^reeman 
Clarke's  "Ten  Great  Religions,"  the  first  volume  of  which 
takes  up  the  different  religions  separately,  while  the  second 
volume  .shows  how  different  doctrines  have  been  held  by 
the  adherents  of  the  various    faiths.      The    scliolaily  and 


134  THE  MASTERY  OF  BOOKS. 

fascinating  work  of  President  White  is  in  some  senses  a 
history  both  of  science  and  religion,  setting  forth  with  the 
treatment  of  a  master  the  slow  progress  of  the  race  in 
the  throwing  off  of  superstition  and  the  attainment  of 
essential  religion.  The  great  divisions  of  the  general  sub- 
ject, like  the  Bible,  Christianity,  Christ,  Personal  Religion, 
and  Church  History,  may  all  be  studied  either  in  elemen- 
tary or  in  exhaustive  treatises.  In  Hymns  and  in  Sermons 
are  seen  the  relations  of  religion  to  two  divisions  of  liter- 
ature. Poetry  and  Oratory.  The  attractive  works  devoted 
to  Mythology  need  no  introduction.  Through  them  we 
pass  to  the  manifold  toi)ics  of  interest  represented  by 
Folk-Lore,  with  its  intimate  relation  to  literature  in  Pop- 
ular Romances. 

Biography,  which  is  the  fourth  division,  while  a  form  of 
history,  is  really  illustrative  of  every  department  of  human 
knowledge  and  activity.     The  young  read  biog- 
Biography.    ^^^j^^  i^^^  inspiration  ;  the  mature,  for  instruc- 
tion and  delight.      In   many  libraries  it  is  the  practice  to 
arrange    works   of  biography  with  the   departments   illus- 
trated ;    thus,    lives   of   authors   are   put   with    Literature, 
statesmen  with  Political  History,  inventors  with  Industrial 
Arts,  etc.,   and  this   method   gives  a  serviceable  hint  for 
guidance   in    reading.      There    are    many   subjects  whose 
problems   and    history  can    in   no    other  way  be  made  so 
real  to  the  mind  as  by  the  biography  of  men  representing 
them.     The  life  of  Faraday  for  chemistry,  of  Webster  for 
American  history,  of  Dr.  Johnson  for  Engli.sh  literature  in 
the  eighteenth  century,  and  of  Longfellow  for  American 
literature,   will   be  sufficient   to   suggest   the   illuminating 
power  of  biography.     In  the  study  of  literature  the  life  of 
an  author  often  furnishes  clews  without  which  his  writings 


READIXG    COURSES.  I  35 

could  not  be  understood  ;  this  is  particularly  true  of  the 
poets,  whose  works  represent  the  completest  form  of  self- 
expression.  The  reader,  therefore,  in  whatever  field  of 
learning  he  may  be  occupied,  should  be  mindful  of  the 
interest  and  profit  to  be  derived  from  biography. 

When  a  course  of  reading  is  mentioned,  it  is  usually 
our  fifth  division,  or  History,  that  is  understood.  Of 
all  forms  of  reading,  historv  is  the  one  com- 
monly  regarded  as  the  most  "improving."  Yet 
the  history  that  was  formerly  written,  a  mere  farrago  of 
battles  and  intrigues,  was,  perhaps,  the  least  profitable 
of  all  forms  of  literature.  True  history-writing,  as  now 
understood,  is  the  result  of  the  great  democratic  world- 
movement  of  the  last  hundred  years,  and  concerns 
itself  with  people  rather  than  with  rulers,  the  achieve- 
ments of  peace  rather  than  the  barren  victories  of  war. 
From  this  modern  point  of  view,  Macaulay's  famous  third 
chapter  is  worth  all  the  rest  of  his  history,  as  well  as  all 
the  English  history  that  went  before  it.  During  the 
half-century  since  its  publication,  many  "  social  histo- 
ries," written  in  the  same  spirit,  have  appeared,  of  which 
an  excellent  example  is  Paul  Lacombe's  "  Short  History 
of  the  French  People,"  a  book  which  ignores  everything 
that  the  old  battle  histories  gave,  and  gives  everything 
that  they  ignored.  History  of  this  character,  dealing  with 
matters  of  permanent  human  concern,  and  rich  in  lessons 
of  social  welfare,  is  the  onl\'  kind  thai  nine  readers  out  of 
ten  ought  ever  to  si:)end  their  time  upon.  Not  all  the 
histories  cited  in  the  following  chapter  are  of  tliis  class, 
for  social  history  has  only  begun  to  be  written.  Hut  the 
reader  can  at  least  exercise  the  art  of  skipping  upon  such 
works  as  arc  padded  with  narratives  of  no  interest  to  him. 


136  THE   MASTERY   OE  BOOKS. 

The  year  1894  saw  the  successful  conclusion  of  the 
greatest  work  in  the  department  of  Geography  that  has 
Geography,  ^^'^"^  bccn  Completed  —  Elisee  Reclus'  "  N021- 
traveisand  1'cllc  Gcogvapkie  Gcii^rale^'  a  magnificently  illus- 
description.  ti-^tji^j  work  in  nineteen  large  volumes.  Here, 
as  in  modern  historical  writing,  not  merely  political  con- 
ditions are  presented,  but  the  earth  and  its  inhabitants 
form  the  author's  subject  matter.  It  is  in  the  spirit  of 
this  work  that  reading  in  geography  should  be  conducted, 
and  it  should  go  hand  in  hand  with  historical  reading. 
What  is  the  physical  character  of  a  country .''  What 
are  its  inhabitants,  bodily,  mentally,  morally,  spiritually  .'' 
How  has  the  land  affected  the  people,  and  the  people 
the  land  ?  How  has  their  social  life  been  determined  by 
the  landscape .'  These  are  some  of  the  questions  to  be 
asked  in  reading  geography  and  travels,  fully  to  answer 
which  may  require  extensive  reading  in  departments  not 
usually  associated  with  geography. 

Bayard  Taylor  and  Edmondo  de  Amicis  arc  good  exam- 
ples of  modern  travelers  who  observe  broadly  and  sympa- 
thetically. 

As  religion  represents  the  relations  of  man  to  God,  so 
Social  Science  represents  the  relations  of  man  to  his  fel- 

sociai        ^'^^\'  men.      Strictly,   indeed,   it   includes   ethics, 

science.  which  is  generally  regarded  as  a  department  of 
philosophy  or  of  religion.  Here  are  found  the  great  topics 
of  human  interest  represented  by  Political  Economy,  the 
science  of  national  j^rosperity  ;  Political  Science,  with  the 
numerous  questions  involved  in  the  relations  of  govern- 
ment ;  Law,  in  its  historical,  theoretical,  and  practical 
aspects ;  and  the  dark  problems  that  confront  society  in 
the   existence   of    Crime  and   Pauperism,   as   well    as  the 


READING    COURSES.  137 

brighter  side  of  iiuman  development  contained  in  the 
achievements  of  Education.  No  better  guide  to  this 
many-sided  department  of  knowledge  is  needed  than  that 
given  in  Small  and  Vincent's  "  Introduction  to  the  Study 
of  Society."  The  reader  who  has  mastered  this  volume 
will  know  what  phases  of  the  subject  most  attract  him, 
as  well  as  the  works  most  likely  to  prove  serviceable. 

Natural  Science,  our  ninth  division,  had  been  neglected, 
as  we  saw,  before  Bacon's  day  ;  while,  as  a  result  of  the 
impulse  given  by  his  genius,  it  has  since  been 

.  Science. 

studied  with  increasmg  attention.  Certamly 
the  profoundest  influences  felt  by  thought  in  our  cen- 
tury have  come  from  natural  science.  Of  this  subject 
one  may  say  with  reverence,  "  the  field  is  the  world  ;  "  and 
its  harvests  will  not  be  gathered  until  every  truth  of  physi- 
cal e.vistence  has  been  discovered  by  man.  An  excellent 
outline  of  the  scope  and  spirit  of  modern  science  is  afforded 
by  Huxley's  introductory  volume,  in  the  series  of  Science 
Primers.  Miss  Buckley's  "  Short  History  of  Natural  Sci- 
ence "  is  an  attractive  presentation  of  scientific  achieve- 
ments. 

An  interesting  bond  between  the  sciences  and  the  In- 
dustrial Arts  is  furnished  by  one  of  the  most  remarkable 
series  of  fictitious  works  ever  produced,  and  one  industrial 
that  could  not  have  been  produced  in  any  age  arts, 
previous  to  our  (jwn  ;  namely,  tlic  novels  of  Jules  Verne. 
No  one  can  understand  them  without  some  acquaintance 
with  both  the  sciences  and  the  arts,  while  few  readers  are 
likely  to  lay  them  down  without  addition  to  their  stock  of 
information.  They  stand  in  the  same  rchition  to  these 
subjects  as  that  which  the  best  historical  novels  hold  to 
history,    and    serve    the    same    useful    purpose   of    lending 


138  THE   MASTERY  OF  BOOKS. 

interest  to  subjects  not  always  in  themselves  attractive. 
As  an  introduction  to  this  department,  excellent  service 
is  rendered  by  the  biographical  works  of  Samuel  Smiles. 
The  volumes  and  current  numbers  of  the  "  Scientific 
American"  and  its  "Supplement"  form  a  remarkable 
storehouse  of  information  on  all  topics  in  the  domain  of 
industry  and  inventions. 

The  Fine  Arts  represent  a  department  so  attractive 
that  there  are  few  readers  that  have  not  already  formed 
an  acquaintance  with  them.  Guidance,  rather 
than  incitement,  is  here  the  need,  and  for  this 
purpose  the  beginner  will  be  well  served  by  Goodyear's 
"  History  of  Art,"  or  the  new  series  of  College  Histories 
now  in  course  of  publication  under  the  direction  of  Pro- 
fessor John  C.  Van  Dyke.  The  two  luiglish  writers  who 
have  recently  done  more  than  any  others  to  popular- 
ize art  are  Philip  Gilbert  Hamerton  and  John  Ruskin. 
Biography  in  this  department  plays  an  important  part, 
owing  to  the  dependence  of  all  art  production  upon  the 
individuality  of  the  artist.  Modern  processes  of  illustra- 
tion have  made  the  study  of  art  works  more  feasible  by 
multiplying  representations  of  the  masterpieces,  while 
engraving  itself  composes  an  important  division   of  art. 

The  study  of  foreign  languages  has  already  been  dis- 
cussed  in  an   entire   chapter ;   and   though  Language,  or 
Philology,  forms  an   important    division    of  hu- 

Language.  ,  ,      ,  .        .  in 

man  knowledge,  it  is  not  necessary  to  dwell 
upon  its  nature  or  its  marvels.  F'or  a  scientific  treatment 
of  language,  the  reader  may  turn  with  profit  to  Professor 
Whitney's  two  volumes ;  while  a  survey  of  language  from 
the  standpoint  of  literature  will  be  found  in  Professor 
Mathews's  "  Words,  their  Use  and  Abuse." 


READIXG    COURSES.  1 39 

Books    on    Rhetoric   and    Elocution   are   very   naturally 
classified  after  language,  and  before  literature.     Rhetoric 
helps  us  to  understand  and  make  a  literary  use  Rhetoric  and 
of  language  ;    elocution   enables   the   reader  to     elocution, 
impress  the  listener  with  the  full  power  of  the  language 
employed  in  any  literary  work. 

Though  Literature  is  placed  as  the  last  division  of  our 
classification  of  books,  it  must  not  be  supposed  that  no 
books  having  a  claim  to  rank  as  literature  have 
been  produced  in  other  departments.  Bun- 
yan's  "  Pilgrim's  Progress  "  was  written  with  a  distinctly 
religious  purpose,  with  no  thought  on  the  part  of  the 
author  of  producing  a  contribution  to  literature.  Hu.v- 
ley's  "  Physiology,"  though  written  as  a  school  text-book, 
is  in  style  and  treatment  a  classic.  It  is  quite  possible 
that  Macaulay's  "  History  of  England  "  will  be  judged 
by  future  generations  rather  as  literature  than  as  history. 
Of  such  works  it  may  be  said  that  when  they  have  died 
to  their  first  life  of  utility,  they  are  taken  up  into  the  im- 
mortality of  literature.  But  even  if  we  exclude  all  works 
not  originally  coming  under  the  head  of  polite  literature, 
what  a  world  of  human  greatness  arises  at  the  mere  men- 
tion of  the  departments  which  literature  includes,  —  Po- 
etry, Drama,  Fiction,  Humor,  Oratory,  Essays,  Letters ! 
We  are  transported  at  once  into  — 

"  The  sacred  Place 

Where  the  greatest  Dead  abide ; 
Where  grand  old  Homer  sits 

In  godlike  state  l)enign  ; 
Where  broods  in  endless  thought 

The  awful  Florentine  ; 
Where  sweet  Cervantes  walks, 

A  smile  on  his  grave  face; 


140  THE   MASTERY  OF  BOOKS. 

Where  gossips  quaint  Montaigne, 

The  wisest  of  liis  race; 
Where  Goethe  looks  through  all 

With  that  calm  eye  of  his ; 
Where — -little  seen  I)ut  Light  — 

The  only  Sluikspere  is  !  "  1 

Mighty  as  is  the  literature  of  knowledge,  it  must  not 
be  forgotten  that  the  learning  of  to-day  may  become  the 
io-norance  of  to-morrow  ;  while  the  power  of  the  unknown 
ballad  singers  of  the  "  Iliad  "  pulses  in  every  artery  of 
modern  civilization.  So  much  of  the  present  volume  has 
been  devoted  to  a  plea  for  the  reading  of  pure  literature, 
and  to  an  attempt  at  guidance  therein,  that  this  division 
of  thci  subject  needs  here  no  further  enlargement. 

In  case,  however,  there  should  be  some  who  still  feel 

impelled  to  ask,  "  Where,   after  all,   shall    I   begin  among 

the   multitude   of  books   enumerated  .-'  "   a  few 

Choice  of 

books  for  a  suggcstions  may  be  added,  on  the  basis  of  the 
beginner,  supposcd  casc  of  ouc  who,  though  dcsirous  of 
the  culture  to  be  derived  from  books,  has  not  yet  made  a 
systematic  acquaintance  with  any  of  the  departments  of 
human  knowledge,  nor  indeed  knows  enough  about  any 
tD  hive  an  interest  in  it.  To  such  a  reader  I  should  en- 
deavor to  present  the  attractions  of  literature,  science,  and 
history,  through  the  novels  of  Stevenson,  Verne,  and  Scott 
—  one  novel  from  each.  In  literature  I  should  recommend 
only  fiction  for  some  time  ;  but  in  history  I  should  try 
for  the  second  book  a  work  like  Irving's  "  Mahomet  "  or 
"Columbus,"  and  in  science  "The  Modern  Seven  Won- 
ders of  the  World,"  by  Kent.  The  narrative  poems  of 
Scott  and  Morris  would  prove  an  easy  jxath  from   fiction 


1  " 


Adsum,''   by  R.  II.  Stoddard,  on  the  death  of  Thackeray. 


READIXG    COURSES.  I4I 

to  Other  departments  of  literature.  The  reader  who  en- 
joyed Irving  would  be  ready  to  take  up  Motley,  Parkman, 
or  Prescott,  while  Buckley  and  Smiles  would  be  welcomed 
as  further  guides  into  science  and  the  arts.  The  reader 
who  had  gone  so  far  with  interest  would  be  ready  for 
more  systematic  and  specialized  reading,  in  which  his  in- 
dividual tastes  would  have  to  be  considered  ;  but  he  cer- 
tainly would  be  able,  without  difficulty,  to  make  his  own 
selections  from  a  list  like  the  following. 

Finally,  those  who  have  the  giving  of  advice  in  the 
choice  of  books  should  respect  the  natural  desire  of  every 
reader  to  see  the  books  themselves  and  make  his  own 
selection.  It  is  the  "  speaking "  character  of  the  actual 
volumes,  that  makes  the  sight  of  them  so  much  more 
attractive  and  helpful  than  the  best  prepared  lists.  What- 
ever value  the  appended  list  may  contain  cannot  fail  tcj  be 
increased  for  the  reader  who  is  able  to  see  the  books 
mentioned  under  any  given  division,  and  make  his  selec- 
tion with  the  volumes  before  him. 


CHAPTER    X. 
CLASSIFIED   LIST  OF  BOOKS. 

Main  Divisions. 

Reference  Books.  Social  Science. 

Philosophy.  Natural  Science. 

Religion.  Industrial  Arts. 

Biography.  Fine  Arts. 

History.  Language. 

Geography.  Rhetoric  and  Elocution. 

Travels  and  Description.  Literature. 


REFERENCE    BOOKS. —  Almanacs, 

Statesman's  Year-Book.      London.      Yearly. 
Whitaker's  Almanack.      London.      Yearly. 
World  Almanac.     New  York.      Yearly. 

Bibliography. 

Bouchot,    H.      The    Book;    Its    Printers,    Illustrators,    and    Binders. 

London,  1887. 
De  Vinne,  T.  L.    Invention  of  Printing.    2d  edition.     New  York,  1878. 
Putnam,  G.  H.     Authors  and  their   Public   in  Ancient  Times.      New 

York.  1893. 
Rogers,  W.  T.      Manual  of   Bibliography.      London,  1891. 
Thompson,    E.    M.     Handbook    of  Greek    and    Latin  Palasography. 

London,  1893. 
Zaensdorf,  J.  W.     Art  of  Bookbinding.     London,  1879. 

142 


REFERENCE  BOOKS.  143 

Cyclopedias. 

Appleton's  Annual  CyclopEedia.     New  York.      Yearly. 

Century  Cyclopedia  of  Names.     New  York,  1894. 

♦Encyclopaedia    Britannica.     Edinburgh,    1 875-1 889.      24  vols,    and 
Index.  —  Supplement.     Philadelphia,  1 885-1 889.     4  vols. 

Johnson's  Universal  Cyclopaedia.      New  York,  1 893-1 895.     8  vols. 

Indexes. 
Fletcher,   W.  I.,  editor.      American  Library  Association    Index    to 

General  Literature.     Boston,  1893. 
Fletcher,    W.    I.,    and  Bowker,    R.    R.,    editors.      Annual   Literary 

Index,  including  Periodicals  and  Essays.     New  York.     Yearly. 
Poole,   W.   F.,  and   Fletcher,    W.  I.,  editors.     Index    to    Periodical 

Literature  [1802-1S92].     Boston,  1882-1893.     3  vols. 

LiBRARV  Science. 
*  Cutter,  C.  A.      Rules  for  a  Dictionary  Catalogue.   3d  edition.    Wash- 
ington, 1 891. 
Fletcher,  W.  I.      Public  Libraries  in  America.      Boston,  1S94. 
Lang,  A.     The  Library.     London,  1881. 
Library  Journal.      New  York.      M'eekly. 

U.  S.  Bureau  of  Education.      Public   Libraries  in  the   United  States. 
Washington,  1876. 

Periodicals. 
Academy.      London.      Weekly. 
Atlantic  Monthly.     Boston.     Monthly. 
Century  Magazine.     New  York.     Monthly. 
Forum.     New  York,     ^fonthly. 
Harper's  Magazine.     New  York.     .Monthly. 
Nation.     New  York.      W'eekly. 
Nineteenth  Century.     London.     Monthly. 
Review  of  Reviews.      New  York.      Monthly. 
Sun.      New  York.     Daily. 
Times.      London.      Daily. 

•  Works  thus  marked  are  standard,  but  usually  not  popular  in  character. 


144 


PHILOSOPHY. 


Quotations  and  Allusions. 

Bartlett,  John.  Familiar  Quotations.  9th  and  final  edition.  Bos- 
ton, 1 891. 

Brewer,  E.  C.  Dictionary  of  Phra.se  and  Fable.  New  edition. 
London,  1881. 

Brewer,  E.  C.     Historic  Note-Book.     London,  189 1. 

Brewer,  E.  C.     Reader's  Handbook.     London,  1880. 

Wheeler,  W.  A.  Noted  Names  of  Fiction.  19th  edition.  Boston, 
1889. 

PHILOSOPHY. 

*Erdmann,  J.  E.     History  of  Philosophy.      London,  1889.     3  vols. 
Fleming,  W.     Vocabulary  of  Philosophy.     4th  edition,  by  H.  Calder- 

wood.     London,  1887. 
Knight,  W.,  editor.      Philosophical   Classics  for   English   Readers. 

London,  1 880-1 890.      15  vols. 

Bacon;  by  J.  N'ichol.     2  vols.  Hobbes  ;  by  C.  Robertsoa 

Berkeley;  by  C.  Eraser.  Hume;  by  W.  Knight. 

Butler;  by  W.  L.  Collins.  Kant;  by  W.  Wallace. 

Descartes;  by  J.  P.  Mahaffy.  Leibniz;  by  J.  T.  Merz. 

Fichte;  by  R.  Adamson.  Locke;  by  C.  Fraser. 

Hamilton;  by  J.  Veitch.  Spinoza;  by  J.  Caird. 

Hegel;  by  E.  Caird.  Vico;  by  R.  Mint. 

Salter,  W.  M.      First  Steps  in  Philosophy.     Chicago,  1893. 
Schwegler,  A.      History  of  Philosophy  ;  edited  by  B.  E.  Smith.    New 
York,  1880. 

*  Spencer,  H.     Synthetic   Philosophy.      London,  1862-1893.     9  vols. 

Mental  Philosophy. 

Halleck,  R.  P.  Psychology  and  Psychic  Culture  [ICIementary].  New 
^'ork,  1895. 

*  James,  W.      Principles  of  Psychology.      New  York,  1890.      2  vols. 

Jevons,  W.  S.  Logic.      London,  1876. 

*Ladd,  G.  T.  Elements  of  Physiological  Psychology.     New  York, 

1887. 

Lombroso,  C.  The  Man  of  Genius.     London,  1S91. 


kKL/GJON.  145 

Moral  Philosophy. 

Janet,  P.      Elements  of  Morals.     New  York,  1884. 

*  Lecky,  W.  E.  H.      History  of  European   Morals,  from   Augustus  to 

Charlemagne.      London,  1S69.      2  vols. 

*  Martineau,  J.      Types  of  Ethical  Theory.      Oxford,   1885-1886.     2 

vols. 
Mathews,   W.      Getting  on  in  the  World.      New  edition.      Chicago, 

1876. 
Munger,  T.  T.      On  the  Threshold.      New  edition.      Boston,  1891. 
*Seth,  J.      A  Study  of  Ethical  Principles.      Edinburgh,  1894. 


RELIGION. 

Caird,  J.  Introduction  to  the  Philosophy  of  Religion.  New  edition. 
New  York,  1891. 

Clarke,  J.  F.  Ten  C^reat  Religions.  New  edition.  Boston,  1886. 
2  vols. 

Fiske,  J.  The  Idea  of  God  as  Affected  by  Modern  Knowledge. 
Boston,  1885. 

M'Clintock,  J.,  and  Strong,  J.,  editors.  Cyclopaedia  of  Biblical,  Theo- 
logical, and  Ecclesiastical  Literature.  New  York,  1 867-1 887. 
12  vols. 

White,  A.  D.  Warfare  of  Science.  Enlarged  edition.  New  York, 
1896. 

Bible. 

•Driver,  S.  R.      Introduction  to  the  Literature  of  the  Old  Testament. 

Edin])urgh,  1891. 
*Horton,  R.  F.      Revelation  and  the  Bible.      London,  1892. 
•Sanday,  W.      Inspiration.     London,  1S94. 

English  Bible. 
Wyclif ,  J.      1 384. 

Tyndale,  W.      1525-1  535- 

Coverdale,  M.      i  535. 

King  James  Version.      I^l  1. 

K'lliI'.    MASI.    OH    BKS.  —  10 


146  KELIGJOX. 

Revised  \'ersion.      1895. 

Pattison,  T.  H.      History  of  the  English  Bible.     Philadelphia,  1894. 

Christianity. 

Abbott,  L.      Evolution  of  Christianity.     Boston,  1892. 

*  Allen,  A.  V.  G.      Continuity  of  Christian  Thought.      Boston,  1884. 

*  Butler,  J.      iVnalogy  of  Religion  to  the  Course  of  Nature.     London, 

1736. 
Drummond,  J.      \'ia,  Veritas,  Vita  ;   Lectures  on   Christianity  in  its 

most  simple  and  intelligible  form.      London,  1894. 
Fisher,  G.  P.      Manual  of  Christian  l^vidences.      New  York,  1888. 
*Mulford,  E.      Republic  of  God.      Boston,  1884. 
Smith,  H.  B.      Faith  and  Philosophy.      London,  1878. 
*Toy,  C.  H.     Judaism  and  Christianity.     Boston,  1890. 

Christ. 
Farrar,  F.  W.      Life  of  Christ.      New  edition.      London,  1880. 
Hughes,  T.      IVLanliness  of  Christ.      London,  1880. 
*Lidden,  H.  P.      Divinity  of  Jesus  Christ.      London,  1867. 
Renan,  E.      Life  of  Jesus.      London,  1871. 
Seeley,  J.  R.     Ecce  Homo.     London,  1865. 

Personal  Religion. 

Augustine,  St.  Confessions;  edited  by  W.  G.  T.  Shedd.  New 
edition.     Andover,  1871. 

Browne,  Sir  T.  Religio  Medici ;  edited  by  W.  A.  Greenliill.  Lon- 
don. 1 88 1. 

Taylor,  J.      Holy  Living  and  Holy  Dying.      London,  1650. 

Thomas  ^  Kempis.     Of  the  Imitation  of  Christ.     London,  1889. 

Hymns. 

Dufdeld,  S.  W.      English  Hymns,  their  Authors  and  History.     New 

York,  1886. 
Palmer,  Sir's..,  editor.     Book  of  Praise.      London,  1871. 


RELIGION.  147 

Sermons. 

Beecher,  H.  W.     Plymouth  Pulpit  SermoM/'-'lfew  York,  1 873-1 875. 

4  vols. 
Brooks,  P.     Sermons.     New  York,  1 878-1 893.     6  vols. 
Newman,  J.  H.      Parochial  Sermons.     London,  1S38-1844.     8  vols. 
Robertson,  F.  W.      Sermons.      New  edition.      London,  186S.     4  vols. 
South,  R.     Sermons.     New  edition.     London,  1878.     2  vols. 
Spurgeon,  C.  H.    Twelve  Sermons.    London,  1882.    3  vols,  of  twelve 

sermons  each. 

Church  History. 

Allen,  J.  H.     Christian  History  in  its  Three  Great  Periods.     Boston, 

1883.     3  vols. 
Fisher,  G.  P.      History  of  the  Christian  Church.     New  York,  1887. 
Hausser,  L.      Period  of  the  Reformation  [1517-164S].     New  York, 

1873- 

*  Milman,  H.  H.     History  of  Christianity  to  the  Abolition  of  Paganism 

in  the  Roman  Empire.     London,  1840.     3  vols. 

*  Milman,  H.  H.     History    of    Latin    Christianity.      London,    1854- 

1856.    6  vols. 

*  Montalembert,  C.  F.  de.     The  Monks  of  the  West.     London,  1861- 

1879.     7  vols. 
•Stanley,  A.  P.     History   of    the    Eastern    Church.     New  edition. 
London,  1883. 

Mythology  and  Folk-Lore. 

Bulfinch,  T.     The  Age  of  Chivalry;  or.   Legends  of   King   Arthvn-. 

Hoston,  1858. 
Bulfinch,  T.      Legends  of  Charlemagne.     Boston,  1864. 
♦Crane,  T.  F.      Italian  Popular  Tales.     Boston,  1885. 

Dasent,  G.  W.      I'opular  Tales  from  the  Norse.     3d  edition.     Lon- 
don, I  888. 

Guerber,  H.  A.  .Mytlis  of  Greece  and  Rome.     New  ^'()^k.  1893. 

Guerber,  H.  A.  Myths  of  Northern  Lands.     New  York,  1895. 


148 


BIOGRAPHY. 


Guerber,  H.  A.     Legends  of  the  Middle  Ages.      New  York,  1896. 

Harris,  J.  C.      Nights  with  Uncle  Remus.      Boston,  1883. 

Harris,  J.  C.      I'ncle   Remus,   liis   Songs   and   Sayings.      New   York, 

18S0. 
Hazlitt,  W.  C,  editor.      Tales  and  Legends.      London,  1892. 
Keary,  C.  F.      Outlines  of   i'rimitive  Belief.      London,  1882. 
*Lang,  A.      Myth,  Ritual,  and   Religion.      London,  1887.      2  vols. 
Malory,  T.     History  of  King  Arthur.     London,  1485. 


BIOGRAPHY.  —  Collective. 

American    Men    of    Letters ;    edited    by   C.    D.   Warner. 
1 88 1 -1 894. 


Boston, 


Bryant;  by  J.  Bigelow. 
Cooper ;  by  T.  R.  Lounsbury. 
Curtis  ;  by  E.  Cary. 
Emerson  ;  by  O.  \V.  Holmes. 
Franklin  ;  by  J.  B.  McMaster. 
Fuller-Ossoli,  Margaret ;  by  T.  W.  Hig- 
ginson. 


Irving;  by  C.  D.  Warner. 

Poe;  by  G.  E.  Woodberry. 

Ripley,  George  ;  by  O.  B.  Frothingham. 

Simms  ;  by  W.  P.  Trent. 

Thoreau  ;  by  F.  B.  Sanborn. 

Webster,  N. ;  by  II.  E.  Scudder. 

Willis;  by  H.  A.  Beers. 


American  Statesmen;  edited  by  J.  T.  Morse,  Jr.     Boston,  1882-1893. 


Adams,  J.  ;  by  J.  T.  Morse,  Jr. 
Adams,  J.  Q.;  by  J.  T.  Morse,  Jr. 
Adams,  S. ;  by  J.  K.  Hosmer. 
Benton  ;  by  T.  Roosevelt. 
Calhoun;  by  H.  von  Hoist. 
Cass  ;  by  A.  C.  McLaughlin. 
Clay  ;  by  Carl  .Schurz.     2  vols. 
Franklin:  by  J.  T.  Morse,  Jr. 
Gallatin  ;  by  J.  A.  Stevens. 
Hamilton  :  by  H.  C.  Lodge. 
Henry;  by  M.  C.  Tyler. 
Jackson ;  by  W.  G.  Sumner. 


Jay  ;  by  G.  Pellew. 

Jefferson  ;  by  J.  T.  Morse,  Jr. 

Lincoln  ;  by  J.  T.  Morse,  Jr.     2  vols. 

Madison  ;  by  S.  H.  Gay. 

Marshall ;  by  .A.  B.  Magruder. 

Monroe  ;  by  D.  C.  Gilman. 

Morris,  G.  ;  by  T.  Roosevelt. 

Randolph,  J.   .by  H.  Adams. 

Van  Buren  ;  by  E.  M.  Shepard. 

Washington  ;  by  H.  C.  Lodge.     2  vols. 

Webster,  D. ;  by  H.  C.  Lodge. 


Appleton's  Cyclopaedia   of   American    Biography;    edited  by.   J.    G. 

Wilson  and  John  Fiske.      New  York,  1887-1889.     6  vols. 
Champlin,  J.  D.     Young  Folks'  Cyclopaedia  of  Persons  and  Places. 

New  York.  1880. 


BIOGRAPHY. 


149 


*  Dictionary  of  National  Biography  ;  edited  by  Leslie  Stephen.     Lon- 
don, 1 885-1 895.     \'ols.  1-44. 
English  Men  of  Letters;  edited  by  John  Morley.     London,  1878-1892. 


Addison  ;  by  \V.  J.  Courthope 
Bacon  ;  by  R.  \V.  Church. 
Bentley;  by  K.  C.  Jebb. 
Bunyan  ;  by  J.  A.  Froude. 
Burke  ;  by  J.  Morley. 
Burns;  by  J.  C.  Shairp. 
Byron;  by  J.  Xichol. 
Carlyle  ;  by  J.  Nichol. 
Chaucer  ;  by  A.  W.  Ward. 
Coleridge;  by  H.  D.  Traill. 
Cowper  ;  by  Goldwin  Smith. 
Defoe;  by  \V.  Minto. 
De  Quincey;  by  D.  Masson. 
Dickens  ;  by.  A.  W.  Ward. 
Dryden  ;  by  G.  Saintsbury. 
Fielding  ;  by  A.  Dobson. 
Gibbon  ;  by  J.  C.  Morison. 
Goldsmith  ;  by  W.  Black. 
Gray  ;  by  E.  Gosse. 
Hawthorne;  by  H.  James. 


Hume;  by  T.  H.  Huxley. 
Johnson;  by  L.  Stephen. 
Keats  ;  by  S.  Colvin. 
Lamb;  by  A.  Ainger. 
Landor  ;  by  S.  Colvin. 
Locke  ;  by  T.  Fowler. 
Macaulay  ;  by  J.  C.  Morison. 
Milton;  by  M.  Pattison. 
Pope;  by  L.  Stephen. 
Scott ;  by  R.  H.  Hutton. 
Sidney  ;  by  J.  .\.  Synionds. 
Shelley  ;  by  J.  A.  Symonds. 
Sheridan  ;  by  Mrs.  Oliphant. 
Southey  ;  by  E.  Dowden. 
Spenser  ;  by  R.  W.  Church.  * 

Sterne  ;  by  H.  D.  Traill. 
Swift ;  by  L.  Stephen. 
Thackeray  ;  by  A.  TroUope. 
Wordsworth  ;  by  F.  W.  H.  Myers. 


Foreign    Classics   for    English    Readers;    edited    by  Mrs.   M.  O.  W. 
Oliphant.      London,  1877-1890. 


Calderon  ;  by  E.  J.  Hasell. 
Cervantes;  by  Mrs.  Oliphant. 
Corneille  and   Racine;  by  H.  M.  Trol- 

lof)e. 
Dante;  by  Mrs.  Oliphant. 
Goethe;  by  \.  1 1  ay  ward. 
La  Fontaine;  by  W.  I..  Collins. 
Molifcre;  by  Mrs.  Oliphant  and  F.  Tar- 

ver. 
Montaigne  ;  by  W.  L.  Collins. 
Musset  ;  by  C.  F.  Oliphant. 


Pascal ;  by  J.  Tulloch. 
Petrarch;  by  H.  Reeve. 
Rabelais  ;  by  W.  Besant. 
Rousseau  ;  by  H.  G.  Graham. 
Saint-Simon  ;  by  C.  W.  Collins. 
Schiller  ;  by  J.  Sime. 
S^vignd,  Madame  de :  by  Miss  Thack- 
eray. 
Tasso;  by  E.  J.  Hasell. 
Voltaire;  by  E.  B.  Hamley. 


Great  Writers  ;   edited  by  K.  S.  Robertson.      London.  1886-1895. 


Austen,  Jane  ;  by  Goldwin  .'^mith. 
Balzac  ;  by  F.  Wedmore. 
Bronte,  Charlotte;  by  A.  Birrell. 
Browning  ;  by  W.  Sharp. 


Bunyan ;  by  E.  Venables. 
Burns;  by  J.  S.  Blackie. 
Byron  ;  by  R.  Noel. 
Carlyle;  by  R.  Garnett. 


I50  BIOGRAPIIV. 

Cervantes;  by  \\.  E.  Watts.  Longfellow;  by  E.  S.  Robertson. 

Coleridge  ;  by  H.  Caine.  Marryat,  Captain  ;  by  U.  llannay. 

Congrcve  ;  by  E.  Gosse.  Mill ;  by  W.  L.  Courtney. 

Crabbe  ;  by  T.  E.  Kebbel.  Milton  ;  by  K.  Garnett. 

D.irwin  ;  by  G.  T.  Bettany.  Kenan  ;  by  F.  Espinasse. 

Dickens  ;  by  F.  T.  Marzials.  Rossetti,  D.  G. ;  by  J.  Knight. 

Eliot.  George  ;  by  0.  Browning.  Schiller  ;  by  II.  W.  Nevinson. 

Emerson  ;  by  R.  Garnett.  Schopenhauer  ;  by  W.  Wallace. 

Goethe  ;  by  J.  Sime.  Scott ;  by  C.  D.  Yonge. 

Goldsmith  ;  by  A.  Dobson.  Shelley  ;  by  W.  Sharp. 

Hawthorne  ;  by  M.  D.  Conway.  Sheridan ;  by  L.  Sanders. 

Heine ;  by  W.  Sharp.  Smith,  Adam  ;  by  R.  B.  Haldane. 

Hugo;  by  F.  T.  Marzials.  Smollett  ;  by  D.  Hannay. 

Hunt,  Leigh;  by  C.  Monkhouse.  Thackeray;  by  II.  Merivale  and  F.  T. 

Johnson ;  by  F.  Grant.  Marzials. 

Keats ;  by  W.  M.  Rossetti.  Voltaire  ;  by  F.  Espinasse. 

Lessing;  by  T.  W.  RoUeston.  Whittier  ;  by  W.  J.  Linton. 

Higginson,  T.  W.,  editor.     Brief    Biographies  of    European    Public 
Men.     New  York,  1875-1876.     4  vols. 

Johnson,  S.     Six  "  Lives  of  the  Poets,"  edited  by  M.  Arnold.      Lon- 
don, 1886. 

Men  and  Women  of  the  Time.      14th  edition.      London,  1895. 

Men  of  the  Reign.      London.  1885. 

Oliphant,  Mrs.  M.  0.  W.      Makers  of  Florence.      London,  1881. 

Oliphant,  Mrs.  M.  0.  W.      Makers  of  Venice.     London,  1887. 

♦Plutarch.      Lives   of   Illustrious   Men;  from  the   Greek,  by   A.  H. 
Clough.     London,  1883.     3  vols. 

Smiles,  S.     Brief  Biographies.     London,  i860. 

Smiles,  S.      Industrial  Biography.     New  edition.      London,  1863. 

Smiles,  S.     Lives  of  the  Engineers.     London,  1874.     5  vols. 

Smiles,  S.     Men  of  Invention  and  Industry.     London,  1884. 

Thomas,   J.     Universal    Pronouncing  Dictionary  of   Biography   and 
.Mythology.      Philadelphia,  1885. 

Yonge,  C.  M.,  editor.     Book  of  Golden  Deeds.     New  edition.     Lon- 
don, 1873. 

Individual   Biography. 

Agassiz,   L.     Life  and  Correspondence;    by  Elizabeth    C.    Agassiz. 
New  edition.     Boston,  1886. 


BIOGRAPHY.  I  5  I 

Alfred  the  Great;  by  Thomas  Hughes.     London,  1869. 
Bright,  John.      Life;  by  G.  B.  Smith.      London,  1889. 
Browning,  Mrs.  E.  B.  ;   by  J.  H.  Ingram.      London,  1888. 
Browning,  R.      Life  and  Letters;  by  Mrs.  S.  Orr.      London,  1891. 
Byron,  G.   N.    G.,   Lord.      Letters   and  Journals,    with    Life;    by   T. 

Moore.      London,  1830.     2  vols. 
Csesar;  by  J.  A.  Froude.     London,  1879. 
♦Charlemagne.     Life;  by  Eginhard.     London,  1S77. 
Cicero.      Life;  by  A.  Trollope.      London,  18S0.      2  vols. 
Coligny,  G.  de ;   by  W.  Besant.      New  York,  1891. 
Columbus,  C.   Life  and  Voyages  :  by  W.  Irving.   London,  1828.   3  vols. 

*  Columbus,  C.  ;   by  J.  Winsor.     Boston,  1891. 
Cook,  Capt.  J.  ;  by  W.  Besant.     London,  1890. 
Cromwell,  0.  ;  by  F.  Harrison.     London,  1888. 

*  Darwin,    C.      Life    and    Letters;    by    F.    Darwin.      London,    1887. 

3  vols. 

Douglass,  F.  Life  and  Times;  by  himself.  Revised  edition.  Boston, 
1892. 

Eliot,  George.     Life;  by  J.  W.  Cross.     Edinburgh,  1S85.     3  vols. 

Erasmus,  D.      Life  and  Letters;  by  J.  A.  Froude.     London,  1894. 

Farragut,  D.  G.      Life;  by  L.  Farragut.      New  York,  1879. 

Franklin,  B.  Life;  by  himself;  edited  Ijy  J.  Bigelow.  2d  edition. 
Philadelphia,  1S88.     3  voLs. 

Frobel,  F.  ;  by  H.  C.  Bowen.     New  York,  1892. 

Garibaldi,  G.  Makers  of  Modern  Italy;  by  J.  A.  R.  Marriott.  Lon- 
don, 1S89. 

Garrison,  W.  L.  The  Moral  Crusader;  by  Goldwin  Smith.  New 
^■ork,   1892. 

Goethe,  J.  W.  von.  Conversations  with  Ixkermann  and  Soret ;  trans- 
lated by  J.  Oxcnford.      London,  1850.      2  vols. 

Grant,  U.  S.      rcr.sonal  Memoirs.     New  York,  1885-18S6.     2  vols. 

•Johnson,  S.  Life  ;  by  J.  Boswell ;  edited  by  (J.  !'..  Hill.  New  York, 
1 89 1.     6  vols, 

Kossuth,  L.      .Memoirs  of  .Mv  llxile.      London,  1880. 


152  BIOGRAPHY. 

•Lincoln,  A.;    by  J.    G.   Nicolay   and   J.    Hay.       New   York,    1890. 

10  vols. 
Lincoln,  A.  ;  by  C.  Schurz.     Boston,  1S91. 
Longfellow,  H.  W.      Life;  by  S.  Longfellow.      Bcston,  1891.     3  vols. 

Lowell,  J.   R.      Biographical  Sketch;    by    F.    Underwood.     Boston, 

1882. 
Luther,  M.      Life;  by  J.  Koestlin.      London,  1883. 
Macaulay,  T.  B.      Life  and  Letters;  by  G.  O.   Trevelyan.     London, 

1875.     2  vols. 
Mahomet  and  his    Successors ;    by   W.    Irving.     New   York,    1849- 

1850.     2  vols. 

Mann,  H.      Life;  by  his  wife.     Boston,  1865. 

Michel  Angelo.      Life  ;  by  J.  A.  Symonds.      London,  1893.      2  vols. 

Mill,  J.  S.     Autobiography.      London,  1873. 

Miller,  H.      Life  and  Letters;  by  P.  Bayne.      London,  1871.     2  vols. 

*  Napoleon  I.      History;  by  P.  Lanfrey.     London,  1872-1879.    4  vols. 
Napoleon  I.     Short  History;   by  J.  R.  Seeley.     London,  1886. 
Nelson,  H.      Life;  by  R.  Southey.      London,  1813.     2  vols. 

Paine,  T.      Life;  by  M.  D.  Conway.      New  York,  1892.     2  vols. 
Peel,  Sir  R.  ;  by  J.  McCarthy.      London,  1891. 
Pellico,  S.      IMy  Prisons,  Memoirs.      London,  1833. 

*  Pepys,  S.      Diary  and  Correspondence;   edited  by  Braybrooke  and 

Wheatley.     London,  1 893-1 894.     4  vols. 
Pericles  and  the  Golden  Age;  by  E.  Abbott.      New  York,  1892. 
Pestalozzi,  J.  H.      His    Life    and   Work;    by    R.    de   Guimps.      New 

York,  1S90. 
Phillips,  W.      Life  and  Times;   by  G.  L.  Austin.      P.oston,  1888. 
Robertson,  F.  W.      Life,  Letters,  Lectures,  and  Addresses;  edited  by 

S.  A.  Brooke.     London,  1 873-1 875.     2  vols. 

*  Scott,  Sir  W.      Memoirs;  by  J.  G.  Lockhart.     London,  1836-1838. 

7  vols. 
•Shakspere,  W.     Outlines  of  the  Life  of;  by  J.  (J.  Halliwell-Phillipps. 

London,  1853. 
Shakespeare,  W. ;    by  B.  Wendell.     Boston,  1894. 


HISTORY.  153 

*  Shelley,  P.  B.     Life;  by  E.  Dowden.     London,  1886.     2  vols. 

*  Sumner,    C.       Memoir    and    Letters ;    by   E.    L.    Pierce.      Boston, 

1 878-1 893.     4  vols. 

Turner,  J.  M.  W.      Life;  by  P.  G.  Hamerton.     London,  1878. 
Washington,  George,  Life  of;  by  W.  Irving.      New  York,  1855-1859. 

5  vols. 
Whitman.  Walt:   by  W.  Clarke.      London,  1892. 
Whittier,  J.  G.      Life  and  Letters;  by  S.  T.  Pickard.     Boston,  1894. 

2  vols. 

HISTORY. 

Adams,  C.  K.     Manual  of  Historical  Literature.     3d  edition.     New 
York,  1889. 

Freeman,  E.  A.      Methods  of  Historical  Study.      London,  1886. 

*  Hegel,  G.  W.  F.      Lectures  on  the  Philosophy  of  History.     London, 

1857. 
Smith,  Goldwin.      Lectures  on  the   Study  of  History.     Oxford,  1861. 

Chronology. 

Haydn,  J.      Dictionary  of  Dates.      21st  edition:  by  B.  Vincent.      Lon- 
don,  1895. 

Putnam,  G.  P.      Tabular  Views  of    Universal    History.      New  York, 
(891. 

Woodward,  B.  B.,  and  Cates,  W.  L.  R.      i:iicyclopiedia  of  Chronology. 
London,  1872. 

Antiquities. 
America,  Pre-historic ;  by  Marquis  de  Nadailhic       New  York,  1884. 

Ancient   City.  The;  by   F.   de  Coulanges.     'Iranslated  by  W.  .Small. 
Boston,  1874. 

Egypt  and  As.syria,  Life  in  Ancient;  by  G.  Maspero.     London,  1891. 

Egyptian  Archaeology;  by  G.  Maspero.     2d  edition.      London,  1889. 

Greek  Life  and  Thought  ;   by  J.  P.  Mahaffy.      London,  1887. 

North,  Pre-History  of  the;  ])y  J.  J.  .\.  Worsaae.      London.  1886. 

Roman  Life  in  tlie  Days  of  Cicero;  l)v  A.  J.  Church.      London,  18S3. 


154 


insroRY. 


Rome,  Ancient;  by  R.  Lanciani.     Boston,  1888. 

Rome,  Pagan  and  Christian;  by  K.  Lanciani.      Boston,  1892. 

Civilization. 
Guizot,  F.  P.  G.     History  of  Civilisation.     London,  1856.     3  vols. 
Keary,  C.  F.     Dawn  of  History.     London,  1878. 
Lubbock,  J.      Origin  of  Civilisation.     3d  edition.      London,  1874. 
Tylor,  E.  B.      Early  History  of  Mankind.      London,  1865. 
Tylor,  E.  B.      Primitive  Culture.      London,  1871.     2  vols. 

Universal  History. 
Andrews,  E.  B.     Brief  Institutes  of  General  History.     Boston,  1887. 
Fisher,  G.  P.      Outlines  of  Universal  History.      New  York,  1885. 
Harper's  Book  of  Facts.     New  York,  1895. 
Larned,  J.  N.     History  for  Ready  Reference.      Springfield,    Mass. 

1 894-1 895.     5  .vols. 
Plotz,  C.     Epitome  of  History.     Boston,  1883. 
Story  of  the  Nations.      New  York,  1 886-1 895, 


Africa,  South;  by  G.  M.  Theal. 
Alexander's  Empire;  by  J.  P.  Mahaffy. 
Assyria;  by  Z.  A.  Ragozin. 
Australasia ;  by  G.  Tregarthen. 
Barbary  Corsairs  ;  by  S.  Lane-Poole. 
Britain,  Early;  by  A.  J.  Church. 
Byzantine  Empire ;  by  C.  W.  C.  Oman. 
Carthage;  by  k.  J.  Ciuirch. 
Chaldea;  by  Z.  A.  Ragozin. 
Crusades;   by  T.  S.  Archer  and  C.  I-. 

Kingsford. 
Egj'pt,  Ancient ;  by  G.  Rawlinson. 
France,  Medixval ;  by  G.  Masson. 
Germany  ;  by  S.  Baring-Gould. 
Goths;  by  H.  Bradley. 
Greece;  by  J.  .-\.  Harrison. 
Hansa  Towns;  by  H.  Zimmern. 
Holland;  by  J.  E.  T.  Rogers. 
Hungary;  by  A.  Vdmb^ry. 
India,  Vedic;  by  Z.  \.  Ragozin. 
Ireland  :  by  E.  Lawless. 
Japan  ;  by  D.  Murray. 
Jews ;  by  J.  K.  Hosmer. 

Venice ;  by 


Jews  under  Rome;  by  \V.  D.  Morrison. 
Media,  Babylon,  and  Persia;  by  Z.  A. 

Ragozin. 
Me.xico;  by  .S.  Hale. 
Moors  of  Spain  ;  by  S.  Lane-Poole. 
Normans;  by  S.  O.  Jewett. 
Norway  ;  by  H.  H.  Boyesen. 
Partliia  ;  by  G.  Rawlinson. 
Persia;  by  S.  G.  W.  Benjamin. 
Phtcnicia;  by  G.  Rawlinson. 
Poland ;  by  W.  R.  MorfiU. 
Portugal;  by  H.  Morse-Stephens. 
Rome;  by  A.  Gilman. 
Russia ;  by  W.  R.  Morfill. 
Saracens  ;  by  A.  Gilman. 
Scotland;  by  J.  Mackintosh. 
Sicily;  by  E.  A.  Freeman. 
Spain  ;  by  E.  E.  and  S.  Hale. 
Spain,  Christian  Recovery  of;  by  H.  E. 

Watts. 
Switzerland;  by  A.  Hug  and  R.  Stead. 
Turkey  ;  by  S.  Lane-Poole. 
Tuscan  Republics ;  by  B.  Duffy. 
A.  Wiel. 


HISTORY.  155 

History  of  Periods. 

Ancient  Empires  of  the  East;  by  A.  H.  Sayce.     London,  1884. 
European  History,   Chief  Periods  of;  by  E.  A.  Freeman.     London, 

1886. 
Crusades;  by  G.  W.  Cox.     London,  1874. 

Middle  Ages,  History  of  the  ;  by  V.  Duruy.     New  York,  1891. 
♦Middle   Ages,   Europe   during  the;   by    H.   Hallam.      loth  edition. 

London,  1853.     3  vols. 

*  Modern  Europe  [i 453-1 871];  by  T.  H.  Dyer.     2d  edition.     London. 

1S77.      5  vols. 
Modern  Europe,  History  of  [1453-1878]  ;  by  R.  Lodge.    London,  1885. 
Modern  Europe,  History  of  [i 792-1 878]  ;  by  C.  A.  Fyffe.     London, 

1 880-1 889.     3  vols. 
Nineteenth  Century,  Europe  in  the  ;  by  H.  P.  Judson.     Meadville, 

Pa.,  1894. 
Recent   Times,    Political    History    of   [1816-1881];  by   W.   Miiller. 

New  York,  1882. 

History  of  Europe. 

Attslria. 

*Coxe,  W.      History  of  the  House  of  .Austria  [i 218-1848].    London, 

1S47-1860.     4  vols. 
Leger,  L.      History  of  Austro-Hungary,  to  1889.     New  York,  1889. 

England. 

*  Freeman,  E.  A.     History  of  the  Norman  Conquest.     Oxford,  1867- 

1879.     '^  vols. 
*Froude,  J.  A.       History  of  EngLind  [1529-1588].      London,   1856- 

1870.      12  vols. 
♦Gardiner,  S.  R.      .Student's  History  of  England.      London,  1891. 
Green,    J.    R.     Short  History  of   the    English   People.       Illustrated 

edition.     London,  1 892-1 894.     4  vols. 
*Hume,  D.    HLstory of  England  [-1688].    London,  1 754-1 762.    6vols. 
Lingard,  J.      History  of  England  [-1688].     London,  1883.      10  vols. 


156  HJSTORV. 

♦Macaulay,  T.  B.       History    of    England     [1685-1702].       London, 

1 849-1 86 1.  5  vols. 
Ranke,  L.  von.     History  of  England  [mostly  17th  century].     London, 

1S75-1876.  6  vols. 
Rhys,  J.     Celtic  Britain.      London,  1882. 

*  Traill,  H.  D.      Social  England.      London,  1894-1895.     Vols.  1-4. 

France. 

♦Adams,  C.  K.      Democracy  and   Monarchy  in  France.      New  York, 
1S74. 

*  Carlyle,  T.      History    of    the    French    Revolution.     London,   1837. 

3  vols. 
Duruy,  V.      History  of  France.      New  York,  1889. 
Guizot,  F.      Popular  History  of  France.     London,  1876.     6  vols. 
Lacombe,  P.      (Irowth  of  a  People.      New  York,  1883. 
♦Martin,  H.      History  of  France.      Boston,  1865-1882.      7  vols. 
Mignet,  F.  A.      History  of  the  French  Revolution.     London,  1824. 

Germany. 

Bryce,  J.      Holy  Roman  Empire.      New  edition.     London,  1889. 
Gardiner,  S.  R.      Thirty  Years'  War  [1618-1648].      London,  1874. 
Henderson,  E.  F.      History  of   Germany  in  the   Middle   Ages.      Lon- 
don, 1S94. 

Lewis,  C.  T.      History  of  Germany.      New  York,  1874. 

Longman,  F.  W.      Frederick  the  Great   and  the  Seven  Years'  War. 
London,  1881. 

*  Tuttle,  H.      History  of   Prussia.      Boston,  1884-1896.     4  vols. 

Greece. 

Cox,  G.  W.     General  History  of  Greece.      London,  1876. 
Duruy,  V.      History  of  Greece.      Boston,  1890.     4  vols. 
*Finlay,  G.      History  of  Greece.     Oxford,  1877.     7  vols. 

*  Grote,  G.      History  of  Greece.    4th  eflition.     London,  1872.     8  vols. 


HISTORY.  157 

Jebb,  R.  C.      Modern  Greece.      London,  1880. 

*Tliirlwall,  C.     History  of  Greece.     London,  1 835-1 840.     8  vols. 

Ireland. 
Joyce,  p.  W.     Short  History  of  Ireland,  to  1608.      London,  1893. 

Italy. 
Hunt,  W.      History  of  Italy.     2d  edition.     London,  1883. 

*  Symonds,  J.  A.      Renaissance   in    Italy.      London,    1875-1886.     7 

vols. 

Netherlands. 

♦Motley,  J.  L.      Rise   of    the    Dutch   Republic.     New  York,    1856. 

3  vols. 

♦Motley,  J.  L.      History  of    the  United   Netherlands.     New   York, 
1 860-1 868.     4  vols. 

♦Motley,  J.  L.      Life  of  Barneveldt.      New  York.  1874.     2  vols. 

Young,  A.      History  of  the  Netherlands.      Boston,  1884. 

Rome. 
Duruy,  V.      History  of  Rome.     Boston.  1883.     8  vols. 

*  Gibbon,  E.     History  of  the   Decline  and  Fall  of  the  Roman  Em- 

pire :  with  Notes.      London.  1854.     8  vols. 

*  Ihne,  W.      History  of  Rome.      London,  1 871 -1882.     5  vols. 
Leighton,  R.  F.      History  of  Rome.     4th  edition.     New  York,  1880. 

*  Mommsen,  T.      History   of   Rome.     New   edition.      London,    1868. 

4  vols. 

Russia. 

*  Rambaud,  A.      History  of  Russia.     London,  1879-1882.     3  vols. 

*  Schuyler,  E.     Peter  the  Great.      New  York,  1884. 

Scandinavia. 
Du  Chaillu,  P.  B.      The  Viking  Age.      New  York,  1889.     2  vols. 
Ott^,  E.  C.     Scandinavian  History.      London,  1875. 

*  Sturluson,  S.      Hcimskringia  ;  or.  Chronicle  of  the   Kings  of   Nor- 

way; translated  by  S.   Laing:  with  Notes  by  R.   B.   Anderson. 
New  York,  1889.     4  vols. 


158  HISTORY. 

Scotland. 

♦Burton,  J.  H.     History  of  Scotland  [So-i 748].     2d  edition.     Edin- 
burgh, 1873.     8  vols. 

Macarthur,  M.     History  of  Scotland.     London,  1873. 

Sicily. 

*  Freeman,  E.  A.     History  of  Sicily.     Oxford,  1891-1894.     4  vols. 

Spain. 

*Dunham,  S.  A.     History  of    Spain   and   Portugal.     London,    1832. 
5  vols. 

Irving,  W.     Chronicle  of  the  Conquest  of  Granada.     New  York,  1829. 

*Prescott,  W.  H.     History  of  the  Reign  of  Ferdinand  and  Isabella; 
edited  by  J.  F.  Kirk.      Philadelphia,  1876.     3  vols. 

*  Prescott,  W.  H.      History   of    the    Reign  of  Philip    IL;    edited  by 

J.  F.  Kirk.      Philadelphia,  1876.     3  vols. 

Robertson,  W.      History  of  the  Reign  of  Charles  V.;  edited  by  W. 
H.  Prescott.     Boston,  1857. 

History  of  Asia. 

*Lenormant,  F.,  and  Chevallier,  E.     Manual  of  the  Ancient  History 
of  the  East.     London,  1 869-1 870.     2  vols. 

*  Rawlinson,  G.     [Seven]  Great  Monarchies  of  the  Ancient  Eastern 

World.     London,  1 862-1 876.     6  vols. 


[Arabia]  The  Caliphate;  by  W.  Muir.      London,  1891. 

*  China,  History  of;  by  D.  C.  Boulger.     London,  1 881 -1884.    3  vols. 

[India]   Brief   History  of   the    Indian   People ;    by  W.   W.    Hunter. 

New  edition.     London,  1883. 
[Japan]  Mikado's  Empire ;  by  W.  E.   Griffis.      New  edition.      New 

York,  1883. 
Troy;  by  S.  G.  W.  Benjamin.     London,  1881. 

History  of  Africa. 
Carthage  and  the  Carthaginians;  by  R.  B.  Smith.     London,  1878. 
•Egypt,  History  of  Ancient;  by  G.  Rawlinson.   London,  1887.  2  vols. 


HISTORY.  159 

*  Egypt  under  the  Pharaohs;  by  H.  Brugsch.    London,  1879.    2  vols. 

♦Egypt's  Place  in  Universal  History;  by  C.  C.  J.  Bunsen.      London, 
1 848-1 867.     5  vols. 

History  of  America. 
Parkman,  F.      Conspiracy  of  Pontiac.      Boston,  1851.     2  vols. 
Parkman,    F.     France    and    England    in   North   America.       Boston, 
1 865-1 884.     9  vols. 

Pioneers  of  France  in  the  Xew  World.  Old  Regime  in  Canada 

Jesuits  in  Xorth  .America.  Count  Frontenac  and  Xew  France. 

La    Salle,   and   the    Discovery  of   the  Half-century  of  Conflict.     2  vols. 

Great  West.  Montcalm  and  Wolfe.     2  vols. 

*Winsor,   J.,    editor.      Narrative  and  Critical  History  of    America, 
Boston,  18S4-1889.     8  vols. 

Canada. 
Bryce,  G.     Short  History  of  the  Canadian  People.     London,  1887. 
MacMullen,  J.      History  of  Canada.      London,  1868 

Mexico. 
Ober,  F.  A.     Young  Folks'  History  of  Mexico.     Boston,  1883. 

*Prescott,  W.  H.     History  of  the  Conquest  of  Mexico.     Philadelphia, 

1843.     2  vols. 

Peru. 

Markham,  C.  R.      History  of  Peru.      London,  1S92. 

♦Prescott,  W.  H.     History  of  the  Conquest  of  Peru.     Philadelphia, 
1847.     2  vols. 

United  States.  —  Central  Works. 

*Adams,    H.      Hi.story    of    the    United    States    [1801-1817].      New 
York,  1 889-1 89 1.     9  vols. 

Andrews,  E.  B.      History  of   tiie    United  States.     New  York,    1894. 
2  vols. 

*  Bancroft,  G.      History  of   the    United    States   [1492-1789].      New 

^■ork,  1883-1885.     6  vols. 

•Bancroft,  G.      History  of  the  Formation  nf  the  Constitution.      New 
York,  1882.     2  vols. 


l6o  HISTORY. 

Fiske,  J.      Discovery  of   America.      Boston,  i  .^^02.      2  vols. 

Fiske,  J.     American  Revolution.      Boston,  1891.      2  vols. 

Fiske,  J.     Critical  Period  of  American  History  [i  783-1 789].    Boston, 

188S. 
Greeley,  H.      The  American  Conflict  [i 860-1 864].       Hartford,  1864- 

1867.      2  vols. 
Hart,  A.  B.      Formation  of  the  Union  [i  750-1 829].      London,  1892. 
*Hildreth,  R.      History  of    the    United  States  [1492-1821].      New 

York,  1S49-1S56.     6  vols. 
Johnson,  R.  U.,  and  Buel,  C.  C,  editors.      Battles  and  Leaders  of  the 

Civil  War.      New  York,  1 887-1 889.      4  vols. 
Ladd,  H.  0.      History  of  the  War  with  Mexico.      New  York,  1883. 
Lodge,  H.  C.     Short  History  of   the  English  Colonies  in  America. 

New  York,  1881 . 

*  McMaster,  J.  B.      History  of  the  United  States  from  the  Revolution 

to  the  Civil  War.      New  York,  1883-1893.     Vols.  1-4. 
♦Paris,  L.  P.  A.  d'O.,  Co7nte  de.     History  of  the  Civil  War  in  America. 

Philadelphia,  1S75-18SS.     4  vols. 
♦Rhodes,  J.  F.      History  of  the  United  States  from  1850.      New  York, 

1 893-1 895.     3  vols. 

*  Ripley,  R.  S.     The  War  with  Mexico.      New  York,  1849.     2  vols. 
Roosevelt,  T.     Naval  War  of   181  2.      New  York,  1882. 
*Schouler,  J.     History    of    the    United    States    [1783-1861].     New 

York,  1 880-1 891 .     6  vols. 
Swinton,   W.     Twelve    Decisive    Battles  of   the   War.      New   York, 

1867. 
Thwaites,  R.  G.     The  Colonies  [1492-1 750].     London,  1891. 
Wilson,  H.      Rise  and  Fall  of  the  Slave  Power  in  America.      P.oston, 

1872-1S77.     3  vols. 
Wilson,  W.      Division  and  Reunion  [1829-1889].      London,   1893. 

Uniled  States.  —  Muior  Divisions. 
•Bancroft,  H.  H.      Works.      San  Francisco,  1 874-1 890.      39  vols. 
Alaska.  Arizona  and  \ew  Mexico. 


HISTORY. 


i6i 


British  Columbia. 
California.     7  vols. 
California  Inter-Pocula. 
California  Pastoral. 
Central  America.     3  vols. 
Essays  and  Miscellany. 
Literary  Industries. 
Mexico.     6  vols. 


Native    Races    of    the    Pacific    States. 

5  vols. 
Nevada,  Wyoming,  and  Colorado. 
North  -Me.Kican  States  and  Texas.  2  vols. 
Northwest  Coast.     2  vols. 
Oregon.     2  vols. 
Popular  Tribunals.     2  vols. 
Utah. 


Washington,  Idaho,  and  Montana. 

Brooks,  E.  S.,  editor.      The  Story  of  the  States.      Boston,  1888-1892. 
8  vols. 


Kentucky  ;  by  E.  M .  Connelly. 
Louisiana;  by  M.  Thompson. 
Massachusetts  ;  by  E.  E.  Hale. 
New  Mexico  ;  by  II.  O.  Ladd. 


New  York  ;  by  E.  S.  Brooks. 
Ohio  ;  by  k.  Black. 
Vermont  ;  by  J.  L.  Heaton. 
Wisconsin  ;  by  R.  G.  Thwaites. 


Scudder,  H.  E.,  editor.     American  Commonwealths.     Boston,  1883- 
1892.      14  vols. 


California;  by  J.  Royce. 
Connecticut  :  by  \.  Johnston. 
Indiana;  by  J.  P.  Dunn,  Jr. 
Kansas  ;  by  L.  W.  Spring. 
Kentucky  ;  by  N.  S.  Shaler. 
Maryland;  by  W.  11.  Browne. 


Michigan  ;  by  T.  M.  Cooley. 

Missouri  ;  by  L.  Carr. 

New  York ;  by  E.  H.  Roberts.     2  vols. 

Ohio  ;  by  R.  King. 

Oregon  ;  by  W.  Barrows. 

\'ermont ;  by  R.  E.  Robinson. 


Virginia;  by  J.  E.  Cooke. 


Boston,  Story  of:  by  A.  Oilman.     New  York,  1889. 

Chicago,  Story  of;  by  J.  Kirkland.     Chicago,  1892. 

New  England,  Beginnings  of;  by  J.  Fiske.     Boston,  1889. 

*New  England,  History  of  [1497-1775];  by  J.  G.  Palfrey.     Boston. 

1 858-1 890.     5  vols. 

New  York  [City]  ;  by  T.  Roosevelt.     London,  1891. 
West,  Winning  of  the;    by  T.   Roosevelt.      New  York,    1 889-1 896. 
Vols.  1-4. 

History  of  Islands. 

Australia,  History  of;  by  C.  W.  Rijsden.      London,    1883.     3  vols. 
Hawaiian  People,  Brief  History  of;  by  W.  I).  Alexander.     New  York, 

1892. 
New  Zealand,  History  of ;  by  G.  W.  Rusden.     London.  1883.     3  vols. 

KOOP.    MAST.    OP    BKS.  —  11 


1 62  GEOGRAPHY. 


GEOGRAPHY. 


Bartholomew,  J.  G.     Globe  Hand  Atlas.     London,  1892. 
Chisholm,  G.  G.      Handbook  of    Commercial    Geography.       London. 
1S89. 

*  Freeman,  E.  A.     Historical  Geography  of  Europe.     London,  1881. 

Johnston,  A.  K.      Royal  Atlas  of  Modern  Geography.     London,  1894. 

Parker,  F.  W.     How  to  .Study  Geography.     New  York,  1889. 

*Reclus,  E.     The  Karth  and  its  Inhabitants.     New  York,  1885-1895. 
19  vols. 

*Tozer,  H.  F.     Classical  Geography.     London,  1877. 

*  Shaler,  N.  S.,  editor.     The  United  States  of  America.      New  York, 

1894.     2  vols. 

Stanford's  Compendium  of  Geography  and  Travel.     London,  1882- 
1888.     6  vols. 

Africa ;  by  Keith  Johnston.  Central     America,    West     Indies,    and 

Asia;   by  A.  H.  Keane,  edited  by  R.  South  America;  by  H.  W.  Bates. 

Temple.  Europe ;  by  F.  W.  Rudler  and  G.  G. 

Australasia;  by  A.  R.  Wallace.  Chisholm. 

North  America ;  by  F.  V.  Hayden  and  A.  R.  C.  Selwyn. 


TRAVELS   AND   DESCRIPTION. 

Europe. 

Taylor,  B.      Byways  of  Europe.      New  York,  1869. 
Taylor,  B.     Views  Afoot.     New  York,  1846. 

England. 
Emerson,  R.  W.     English  Traits.     Boston,  1856. 
Hawthorne,  N.     Our  Old  Home.     Boston,  1863. 
Miller,  H.      First  Impressions  of  England.     Edinburgh,  1847. 
Taine,  H.  A.      Notes  on  England.     8th  edition.     New  York,    1885. 
White,  R.  G.      England  Without  and  Witliin.      Boston,  1881. 


TRAVELS  AND   DESCRIPTION.  1 63 

Winter,  W.     Gray  Days  and  Gold  in  England  and  Scotland.     New 

York,  1 89 1. 

France. 

Amicis,  E.  de.     Studies  of.  Paris.     New  York,  1879. 

Brownell,  W.  C.     French  Traits.     New  York,  1887. 

Hamerton,  P.  G.      Round  my  House:   Rural  France.     London,  1875. 

James,  H.,  Jr.     A  Little  Tour  in  France.     Boston,  1884. 

Germany. 
Gould,  S.  B.     Germany  Past  and  Present.     London,  1879.     2  vols. 
Seguin,  L.  G.     The  Black  Forest.     London,  1885. 

Greece. 

Field,  H.  M.     Greek  Islands  and  Turkey  after  the  War.     New  York, 

1885. 
Mahaffy,  J.  P.      Rambles  and  Studies  in  Greece.     London,  1876. 
Tozer,  H.  F.      Islands  of  the  .^tgean.     Oxford,  1890. 

Holland. 
Amicis,  E.  de.     Holland.     Revised  edition.     New  York,  1890. 

Italy. 
Howells,  W.  D.      Italian  Journeys.     London,  1867. 
Howells,  W.  D.      Venetian  Life.     New  edition.     Boston,  1880. 
Norton,  C.  E.     Notes  of  Travel  and  Study  in  Italy.     New  edition. 

Boston,  1880. 
Story,  W.  W.      Roba  di  Roma.     Boston,  1862. 
Symonds,  J.  A.     Sketches  in  Italy  and  Greece.     London,  1874. 

Norway. 

Du  Chaillu,    P.   B.     Land  of  the  Midnight  Sun.     New  York,   1881. 

2  vols. 

Russia. 

Brandes,  G.  M.  C.      Impressions  of  Russia.      London,  18S9. 
*  Wallace,  D.  M.      Russia.     New  edition.     London,  1888, 


164  TRAVELS  AND   DESCRIPTION. 

Scotland. 
Johnson,  S.     Journey  to  the  Western  Islands  of  Scotland.     London, 

1775- 
Stevenson,  R.  L.      Edinburgh.     New  edition.     London,  1888. 

Spain. 
Amicis,  E.  de.     Spain.     New  York,  1881. 
Hay,  J.     Castilian  Days.      Boston,  1871. 

S-ivitzerland. 

Symonds,  J.  A.,  and  M.     Our  Life  in  the  Swiss  Highlands.     London, 

1892. 

Tyndall,  J.      Hours  of   Exercise  in  the  Alps.      London,  1871. 

Turkey. 
Amicis,  E.  de.     Constantinople.     New  York,  1886. 

*  Baker,  J.     Turkey.     London,  1876.     2  vols. 

Asia. 

*  Chinese  Empire,  The  Middle  Kingdom,  A  Survey  of  the;  by  S.  W. 

Williams.     New  York,  1883.     2  vols. 

Indian  Empire;  by  W.  W.  Hunter.     3d  edition.      London,  1893. 
Japan,  Glimpses  of  Unfamiliar;   by  L.  Hcarn.    Boston,  1894.    2  vols. 
Japan,  Jinrikisha  Days  in;  by  E.  R.  Scidmore.     New  York,  1891. 
Japan,  Out  of  the  East ;  Studies  in  New  ;  byL.Hearn.     Boston,  1895. 
Oxus,  Campaigning  on  the;  Ijy  J.  A.  McGahan.      London,  1874. 

♦[Palestine]  The  Land  and  the  Book;  by  W.  ^L  Thomson.     New 

York,  1 880-1 88 5.     3  vols. 
Siberia  and  the  Exile  System  ;  by  G.  Kennan.   New  York,  1891.  2  vols. 
Siberia,  Tent  Life  in;  by  G.  Kennan.      New  York,  1870. 

Africa. 
Africa,  Actual;  by  F.  Vincent.     New  York,  1895. 
[Central  Africa]  How  I  found  Livingstone;  by  H.  M.  Stanley.     New 
York,  1872. 


TRAVELS  AND   DESCRIPTION.  1 65 

[Central  Africa]  In  Darkest  Africa;  by  H.  M.  Stanley.     New  York, 

1890. 
[Central  Africa]  Through   the   Dark    Continent;  by   H.  M.  Stanley. 

New  York,  1878.     2  vols. 
Morocco;  by  E.  de  Amicis.     New  York,  1882. 
Nile,  A  Thousand  Miles  up  the;    by  A.  B.  Edwards.     2d  edition. 

London,  1881. 
Nile  Notes  of  a  Howadji :   by  G.  W.  Curtis.      New  York.  1851. 

North  America 

Astoria;  by  W.  Irving.     New  York,  1836. 

Canoe  and  Saddle:  by  T.  Winthrop.      New  York.  1862. 

Cape  Cod;  by  H.  D.  Thoreau.     Boston,  1863. 

Labrador  Coast;  by  A.  S.  Packard.     New  York,  1891. 

Louisiana,   Creoles  of ;   by  G.  W.  Cable.      New  edition.      New  York, 

1886. 
Maine  Woods;  by  H.  D.  Thoreau.     Boston,  1864. 
Mexico,    Old,    and    Her    Lost    Provinces ;    by  W.   H.   Bishop.      New 

York,  1883. 
Mexico,   Resources  and  Development  of;  by  H.  H.  Bancroft.     San 

Francisco,  1894. 
Mexico,  White  Umbrella  in;  by  F.  II.  Smith.     Boston,  1889. 
New  England  Coast,  Nooks  and  Corners  of  the;    by  S.  A.   Drake. 

New  York,  1S75. 
[Newport]  Oldport  Days;  by  T.  W.  Higginson.     Boston,  1873. 
Oregon  Trail;   by  F.  Parkman.     Boston,  1849. 
Plains,  My  Life  on  the;  by  G.  A.  Custer.     New  York,  1875. 
United  States,  Civilization  in  the;   by  M.  Arnold.      Boston.  1SS8. 

Souiii   Amkkica. 

Andes  of  the  Kqualcjr.  TiivU  amoiiLCst  tliu  (Ircat;   by  !■"..  Whymper. 

London,  i89t. 
Brazil,  Journey  in;   by  L.  and  I"..  C.  Agassi/,.     Boston.  1867. 
Caribbees,  Camps  in  the;  by  !•'.  A.  ohtr.      I'.oston.  1S86. 


1 66  SOCIAL    SCJKNCE. 

Spanish  American  Republics;  by  T.  Child.     New  York,  1891. 
West  Indies,  Two  Years  in  the   Frcncli ;  by  L.  Hearn.     New  York, 
1 890. 

Oceans. 

Bird,  I.  L.     Hawaiian  Archipelago.     2d  edition.     New  York,  1876. 

Cook,  Capt.  J.  Three  Famous  Voyages  Round  the  World  [1768- 
1779].     New  York,  1889. 

Dana,  R.  H.,  //-.  Two  Years  before  the  Mast.  New  edition.  Bos- 
ton, 1S85. 

Keely,  R.  N., /;-.,  and  Davis,  G.  G.  In  Arctic  Seas.  Philadelphia, 
1S92. 

Kingston,  W.  H.  G.,  and  Frith,  H.  Notable  Voyages,  from  Columbus 
to  Xordenskibld.     London,  1884. 

SOCIAL    SCIENCE. 

Small,  A.  W.,  and  Vincent,   G.  E.       Introduction    to  the   Study  of 

Society.  New  York,  1894. 

*  Spencer,  H.  Descriptive  Sociology.      London,  1873-188 1.     8  vols. 

*  Spencer,  H.  I'rinciples  of  Sociology.     London,  1 877-1 885.     2  vols. 

*  Spencer,  H.  Study  of  Sociology.     London,  1873. 
*Ward,  L.  F.  Dynamic  Sociology.     New  York,  1883. 

*  Ward,  L.  F.  Psychic  Factors  of  Civilization.     Boston,  1893. 

Poverty  and  Crime. 
Booth,  W.      In  Darkest  England.      London,  1890. 
Ellis,  H.     The  Criminal.      London,  1890. 
George,  H.     Progress  and  Poverty.     New  York,  1880. 
Riis,  J.  A.     How  the  Other  Half  Lives.     New  York,  1890. 
Riis,  J.  A.     The  Children  of  the  Poor.     New  York,  1892. 
Warner,  A.  G.     American  Charities.     New  York,  1894. 

Education. 

Arnold,  M.  Higher  .Schools  and  Universities  in  Germany.  London, 
»'^74. 


SOCIAL  SCIENCE.  1 67 

Frobel,  F.     Education  of  Man;  from  the  German,  by  W.  N.   Hail- 

mann.     New  York,  1887. 
Hamerton,  P.  G.     The  Intellectual  Life.     London,  1873. 
Mahaffy,  J.  P.     Old  Greek  Education.     London,  188 1. 
Painter,  F.  V.  N.     History  of  Education.     New  York,  1886. 
Pestalozzi,  J.  H.     Leonard  and  Gertrude ;  translated  by  G.  E.  Chan- 

ning.      Boston,  1885. 
Roark,  R.  N.     Psychology  in  Education.     New  York,  1895. 
Smiles,  S.     Self-Help.     London,  1859. 
Spencer,  H.     Education.     London,  1878. 
White,  E.  E.     Elements  of  Pedagogy.     New  York,  1 886. 
White,  E.  E.     .School  Management.     New  York.  1S94. 

Woman. 

Ellis,  H.      Man  and  Woman.      London,  1894. 

Higginson,  T.  W.     Women  and  Men.      New  York,  1888. 

Mill,  J.  S.     Subjection  of  Women.     London,  1869. 

Political  Economy. 

Bowker,  R.  R.  Economics  for  the  People.     New  York,  1886. 

Ingram,  J.  K.  History  of  Political  Economy.     London,  1888. 

Laughlin,  J.  L.  Elements  of  Political  Economy.     New  York,  1887. 

Letourneau,  C.  Property;    Its   Origin   and    Development.     London, 

1892. 

♦Marshall,  A.  Principles  of  Economics.      London,  1890.     Vol.i. 

*  Mill,  J.  S.      Principles  of  Political  Economy.     London,  1848.    2  vols. 

*  Palgrave,   R.  H.   L      Dictionary  of   Political   Economy.      London, 

1894.     Vol.  I. 

*  Smith,  Adam.     Wealth    of    Nations;  edited    by    J.    S.   Nicholson. 

London,  1884. 

Production. 

Booth,  C,  editor.     Life  and  Labor  of  the  People  of  London,     Lon- 
don, 1892-1893.      4  vols. 


1 68  SOCIAL   SCIENCE. 

Cunningham,  W.  Growth  of  English  Industry  and  Commerce  dur- 
ing the  Middle  Ages.     London,  1882. 

Ely,  R.  T.      Labor  Movement  in  America.     New  York,  1886. 

Howell,  G.  Conflicts  of  Capital  and  Labor.  2d  edition.  London, 
I S90. 

Rogers,  J.  E.  T.  Six  Centuries  of  Work  and  Wages ;  abridged  by 
W.  P.  D.  Bliss.     New  York,  1891. 

Commerce. 
Gibbins,  H.  de  B.     History  of  Commerce  in  Europe.     London,  1891. 
Hadley,  A.  T.      Railroad  Transportation.     New  York,  1885. 

Money. 
Andrews,  E.  B.     An  Honest  Dollar.     Hartford,  1894. 
*  Jevons,  W.  S.     Money  and  the  Mechanism  of  Exchange.     London, 

1875- 
*Walker,  F.  A.     Money.     New  York,  1878. 

Taxation. 

Cossa,  L.     Taxation.      New  York,  1888. 

Ely,  R.  T.,  and  Finley,  J.  H.     Taxation  in  American  States  and  Cities. 

New  York,  1888. 

Taussig,  F.  W.     Tariff  History  of  the    United    States.      New  York, 

1888. 

Political  Science. 

*Amos,  S.     Science  of  Politics.     London,  1883. 

Ely,  R.  T.     French  and  German  Socialism  in  Modern  Times.     New 

York,  1883. 
Kirkup,  T.      Inquiry  into  Socialism.     London,  1888. 
Lalor,  J.  J.,  editor.     Cyclopaedia  of  Political  Science.     New  York. 

1881-1884. 
Mackay,  T.,  editor.     A  Plea  for  Liberty.     London,  1891. 
Mill,  J.  S.     On  Liberty.     New  York,  1859. 
Morris,  W.     Signs  of  Change.      London,  1888. 
Wilson,  W.     The  State.      Boston,  1889. 


NATURAL  SCIENCE.  1 69 

National  I.vstitutioxs. 

*  Andrews,  E.  B.      Brief  Institutes  of  Constitutional  History',  English 

and  American.     Boston,  1886. 

*  Andrews,  I.  W.     Manual  of  the  Constitution  of  the  United  States. 

Revised  edition.     New  York,  1888. 

Bryce,  J.  The  American  Commonwealth.  Revised  edition.  Lon- 
don, 1 893-1 895.     2  vols. 

Dilke,  C.  W.     Problems  of  Greater  Britain.     London,  1890. 

Eaton,  D.  B.     Civil  Service  in  Great  Britain.     New  York,  1879. 

Fiske,  J.     American  Political  Ideas.     New  York,  1885. 

Fiske,  J.     Civil  Government  in  the  United  States.     Boston,  1890. 

Freeman,  E.  A.     Growth  of  the  English  Constitution.     London,  1872. 

Hosmer,  J.  K.  Short  History  of  Anglo-Saxon  Freedom.  New  York, 
1890. 

Johnston,  A.     History  of  American  Politics.     New  York,  1879. 

Nordhoff,  C.     Politics  for  Young  Americans.     New  York,  1875. 

Peterman,  A.  L.     Elements  of  Civil  Government.     New  York,  1896. 

Wilson,  W.     Congressional  Government.     Boston,  1885. 

Winchester,  B.     The  Swiss  Republic.     Philadelphia,  1891. 

Law. 

Black,  H.  C.      Dictionary  of  Law.     St.  Paul,  1891. 

*  Had  ley,  J.     Introduction  to  Roman  Law.     New  York,  1873. 

*  Holland,  T.  E.     Elements  of  Jurisprudence.     6th  edition.     Oxford, 

1893. 
*Lea,  H.  C.     Superstition  and  Force.     Philadelphia,  i866. 

*  Maine,  H.  S.     International  Law.     London,  1888. 

Parsons,  T.  Political,  Personal,  and  Property  Rights  of  Citizens  of 
the  United  States.     Hartford,  1874. 

NATURAL   SCIENCE. 

Buckley,  A   B.     Short  History  of  Natural  Science.     London,  1889. 
Huxley,  T.  H.     Science  Primers:    Introductory.      London,  1880. 


I/O  NATURAL   SCIENCE. 

Lubbock,  J.     Fifty  Years  of  Science.      London,  1890. 

Proctor,  R.  A.     Light  Science  for  Leisure  Hours.     New  York,  1873. 

Periodicals. 
Nature.     London.      Weekly. 

Popular  Science  Monthly.      New  York.     Monthly. 
Science.     New  York.      Weekly. 

*  Science  Progress.      London.     Monthly. 

Scientific  American,  and  Supplement.     New  York.      Weekly. 

Mathematics. 

Abbott,  E.  A.  Flatland  ;  a  Romance  of  Many  Dimensions.  Lon- 
don. 1884. 

Cajori,  F.     History  of  Mathematics.     New  York,  1894. 

Davies,  C     Nature  and  Utility  of  Mathematics.     New  York,  1873. 

Davies,  C,  and  Peck,  W.  G.  Mathematical  Dictionary.  New  York, 
1855. 

De  Morgan,  A.     Study  and  Difficulties  of  Mathematics.    London,  1830. 

Physics. 
♦Goodeve,  T.  M.     Manual  of  Mechanics.     London,  1886. 
♦Stewart,  B.     Conservation  of  Energy.     London,  1873. 

*  Stewart,  B.     Physics.     New  edition.     London,  1878. 
Thurston,  R.  H.     Heat  as  a  Form  of  Energy.     Boston,  1890. 
Tyndall,  J.     Six  Lectures  on  Light.     London,  1873. 
Tyndall,  J.     Sound.     London,  1867. 

Chemistry. 
Clarke,  F.  W.     Elements  of  Chemistry.     New  York,  1895. 
Faraday,  M.     Chemical  History  of  a  Candle.     London,  1861. 
Storer,  F.  H.,  and  Lindsay,  W.  B.     Elementary  Manual  of  Chemistry. 

New  York,  1894. 
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and  M.  M.  P.  Muir.     London,  1888-1894-     4  vols. 


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Astronomy. 

Ball,  R.  S.     Story  of  the  Heavens.     London,  1886. 

Gierke,  A.  M.     Popular  History  of  Astronomy.     Edinburgh,  1885. 

Langley,  S.  P.     The  New  Astronomy.     New  York,  1884. 

Proctor,  R.  A.     Other  Worlds  than  Ours.     London,  1870. 

Serviss,  G.  P.     Astronomy  with  an  Opera-glass.     New  York,  1888. 

Natural  History. 

Bates,  H.  W.     The  Naturalist  on  the  River  Amazons.     London,  1863. 

Belt,  T.     The  Naturalist  in  Nicaragua.     London,  1873. 

Burroughs,  J.     Locusts  and  Wild  Honey.     Boston,  1879. 

Darwin,  C.     Journal  during  Voyage  round  the  World.     London,  1884. 

Thoreau,  H.  D.     Excursions.     Boston,  1863. 

Thoreau,  H.  D.     Walden.     Boston,  1854. 

Wallace,  A.  R.      Island  Life.     London,  1880. 

Wallace,  A.  R.     The  Malay  Archipelago.      London,  1869. 

White,  G.      Natural  History  of  Selborne.     London,  1789. 

Geology. 

Agassiz,  L.     Geological  Sketches.     Boston,  1 866-1 S76.     2  vols. 
Dana,  J.  D.     Geological    Story    Briefly    Told.     New    edition.     New 

York,  1895. 
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♦Dana,  E.  S.    System  of  Mineralogy.    6th  edition.    New  York,  1892. 
Geikie,  A.     Geology.     London,  1872. 
Le  Conte,  J.      Elements  of  Geology.     New  York,  1878. 

Physical  Geography. 

Agassiz,  A.  Three  Cruises  of  the  Blake.     London,  1888. 
•Ferrel,  W.      Popular  Treatise  on  Winds.     New  York.  1889. 
Hinman,  R.      Eclectic  Physical  Geography.      New  ^■()rk.  1S88. 

•Marsh,  G.  P.     Earth  as  Modified  by  Human  Action.     New   York, 
1874. 


iy2  NATURAL   SCIENCE. 

Reclus,  E.      Descriptive  History  of  the  Earth.     London,  1871.    2  vols. 
Shaler,  N.  S.     Aspects  of  the  Earth.     New  York,  1889. 
Tarr,  R.  S       Physical  Geography.     New  York,  1895. 
Waldo,  F.     Elements  of  Meteorology.     New  York,  1896. 

Botany. 

Apgar,  A.  C.     Trees  ui  the  Northern  United  States.     New  York,  1892. 
Bailey,  L.  H.,  Jr.     Talks  Afield.     Boston,  1885. 
Bessey,  C.  E.     Essentials  of  Botany.     New  York,  1884. 
Chapman,  A.  W.     Flora  of  the  Southern  States.     2d  edition.     New 

York,  1883. 
Coulter,  J.  M.      Manual    of   the    Botany    of    the    Rocky    Mountains. 

New  York,  1885. 
Dana,  Mrs.  W.  S.      How  to  Know  the  Wild  Flowers.     New  York, 

1893. 
Dana,  Mrs.  W.  S.      Plants  and  Their  Children.     New  York,  1896. 
Gray,  A.     Manual  of  Botany  of  Northern  United  States.    8th  edition. 

New  York,  1867. 
Gray,  A.     School  and  Field  Book  of  Botany.     New  York,  1887. 
Jackson,  J.     Through  Glade  and  Mead.     Worcester,  1894. 

Biology. 

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*  Darwin,  C.     Origin  of  Species.     London.  1859.     2  vols. 

*  Lankester,  E.  R.     Advancement  of  Science.     London,  1890. 
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New  York,  1895. 

Zoology. 

Agassiz,  L.      Methods  of  Study  in  Natural  History.      Boston,  1863. 
Comstock,  J.  H.,  and  A.  B.      .Manual  for  the  Study  of  Insects.     Ithaca, 
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Darwin,  C.  Formation  of  Vegetable  Mould  through  the  Action  of 
Worms.      London,  1881. 

Goode,  G.  B.     American  Fishes.      Boston,  1887. 

Heilprin,  A.     Animal  Life  of  Our  Seashore.     Philadelphia,  1888. 

Lubbock,  J.     Ants,  Bees,  and  Wasps.     London,  1882. 

Lubbock,  J.  On  the  Senses,  Instincts,  and  Intelligence  of  Animals. 
London,  1888. 

Needham,  J.  G.     Elementary  Lessons  in  Zoology.     New  York,  1896. 

Packard,  A.  S.     Zoology.     New  York,  1889. 

Romanes,  G.  J.     Animal  Intelligence.     London,  1882. 

Romanes,  G.  J.     Mental  Evolution  in  Animals.     London,  1883. 

Stearns,  W.  A.  New  England  Bird  Life  ;  edited  by  E.  Coues.  Bos- 
ton, 1 88 1 -1 883.     2  vols. 

Torrey,  B.     Birds  in  the  Bush.     Boston,  1885. 

Anthropology. 
Brinton,  D.  G.      Races  and  Peoples.     New  York,  1890. 
Joly,  N.     .Man  before  Metals.     New  York,  1883. 
Leland,  C.  G.     Gypsies.     Boston,  1882. 
Lubbock,  J.      Prehistoric  Times.     London,  1865. 
Taylor,  \.     Origin  of  the  Aryans.     London,  1889. 

Medical  Science. 

Atkinson,  E.  Treatise  upon  the  Science  of  Nutrition.  Springfield, 
Mass.,  1892. 

Blaikie,  W.     How  to  get  Strong.     New  York,  1879. 

Checkley,  E.     Natural  Method  of  Physical  Training.     Brooklyn.  1890. 

Dunglison,  R.  Dictionary  of  Medical  Science.  21st  edition.  Phila- 
delphia, 1894. 

Durham,  W.     Food  Physiology.     London,  1891. 

Fothergill,  J.  M.     Maintenance  of  Health.     London,  1882. 

Huxley,  T.  H.     Lessons  in  Elementary  Physiology.     London,  1866. 

Mitchell,  S.  W.      Doctor  and  Patient.     Philadelphia,  1888. 


174  INDUSTRIAL   ARTS. 

Thompson,  H.      Food  and  Feeding.     3d  edition,     London,  1884. 
Woodhead,  G.  S.     Bacteria  and  their  Products.     London,  1891. 

INDUSTRIAL   ARTS. 

Kent,  C      Modern  Seven  Wonders  of  the  World.     London,  1890. 

Routledge,    R.     Discoveries    and    Inventions    of   the    19th    Century. 
London,  1883. 

Scientific  American  Cyclopedia  of  Receipts.     New  York,  1892. 

Agriculture. 

Crozier,  W.,  and  Henderson,  P.     How  the  Farm  Pays.     New  York, 

1S84. 
Elliott,  J.  R.     American  Farms.     London,  1890. 
Henderson,  P.     Gardening  for  Profit.     New  York,  1893. 
Roe,  E.  P.     Success  with  Small  Fruits.     New  York,  1880. 
Storer,  F.  H.     Agriculture   in  Its  Relations  with  Chemistry.     New 

York,  1887.     2  vols. 

Electricity. 

*Larden,  W.      Electricity.     London,  1887. 
Lodge,  0.  J.      Modern  Views  of  Electricity.     London,  1889. 
Mendenhall,   T.  C.     A  Century  of   Electricity.     New  edition.     Bos- 
ton, 1890. 

♦Thomson,    Sir   W.      Electricity,    Heat,    Electro-Magnetism.     Lon- 
don,  1890. 
Tunzelmann,  G.  W.  de.     Electricity  in  Modern  Life.     London,  1889. 

Engineering. 
Baumeister,  R.     Cleaning  and  Sewerage  of  Cities.     New  York,  1891. 
Billings,  J.  S.      Principles  of  Ventilation  and  Heating.     New  York, 

1884. 
Clarke,  T.  C,  and  others.     The  American  Railway.     London,  1889. 

*  Engineering.      London.      Weekly. 

*  Engineering  News.      New  York.      Weekly. 


INDUSTRIAL   ARTS.  1/5 

Jeans,  J.  S.     Waterways   and  Water  Transport  in   Different  Coun- 
tries.    London,  1890. 
*Mahan,  D.H.    Civil  Engineering.    Revised  edition.    New  York,  1868. 
Pennsylvania  University.    Move  for  Better  Roads.    Philadelphia,  1891. 
Raymond,  W.  G.     Surveying.     New  York,  1896. 
Wright,  A.  W.      American  Street  Railways.      New  York,  1888. 

Mechanical  Arts. 

Hodgson,  F.  T.      Practical  Carpentry.      London,  1883. 

Imray,  J.,  and  Biggs,  C.  H.  First  Principles  of  Mechanical  Engi- 
neering.     London,  1892. 

Knight,  E.  H.  American  Mechanical  Dictionary.  Boston,  1872- 
1883.     4  vols. 

Napier,  J.      Manufacturing  Arts  in  Ancient  Times.      London,  1874. 

Rose,  J.     Complete  Practical  Machinist.     Philadelphia,  1876. 

Thurston,  R.  H.      History  of  the  Growth  of  tlie  Steam  Engine.     New 

York,  1878. 

Military  Arts. 

Dodge,   T.  A.     Gustavus  Adoiphus  ;   a  History  of    tlie  Art  of  War 

[378-1712].     Boston,  1895. 
Maurice,  J.  F.    Balance  of  Military  Power  in  Europe.    New  York,  1888. 
Maurice,  J.  F.      War.      London,  1891. 

Viollet-le-Duc,  E.  E.     Annals  of  a  Fortress.     London,  1875. 
Wilhelm,  T.   Military  Dictionary.  Revised  edition.  Philadelphia,i88i. 

Nautical  Arts. 

Brooks,  E.  S.      Story  of  the  American  Sailor.      Boston,  1888. 
Froude,J.  A.   English  Seamen  of  the  Sixteenth  Century.   London,  1895. 
Hamersley,  L.  R.      Naval  Encyclopcedia.      Philadelphia,  1S81. 
*  Mahan,  A.  T.    Influence  of  Sea  Power  upon  History.     Boston,  1S90. 
•Mahan,  A.  T.     Influence  of  Sea  Power  upon  the  French  Revolution 

and  Empire.      Boston,  1893.     2  vols. 
Preble,  G.  H.     Chronological  History  of  Steam  Navigation.      I'iiila- 

delphia,  1883. 


176  FINE   ARTS. 


FINE   ARTS. 

Chesneau,  E.     Education  of  the  Artist.      London,  1886. 
Clement,    C.    E.     Handbook    of    Legendary    and    Mythological   Art. 
13th  edition.     Boston,  1881. 

Goodyear,  W.  H.      History  of  Art.     New  Yorl<,  1888. 

Hamerton,  P.  G.      Graphic  Arts.      London,  1882. 

Lacroix,  P.      Arts  in  the  Middle  Ages.      London,  1875-1880.      5  vols. 

Liibke,  W.      Outlines  of  the   History  of  Art.      3d  edition.      London, 

1S75. 

Ruskin,  J.      Lectures  on  Art.      Oxford,  1870. 

Taine,  H.  A.      Lectures  on  .\rt.      New  edition.      New  York,  1876. 

Architecture. 
Longfellow,  W.  P.  P.     Cyclopedia  of  Architecture,  New  York,  1895. 
Moore,  C.  H.      Development   and   Character  of  Gothic  Architecture. 

New  York,  1890. 
Norton,  C.  E.      Historical  Studies  of  Church   Ikiilding  in  the  Middle 

Ages.     New  York,  1S80. 
Parker,  J.    H.      Introduction    to    Gothic    Architecture.     8th    edition. 

Oxford,  uSS8. 
Ruskin,  J.      .Seven  Lamps  of  Architecture.      London,  1849. 
Ruskin,  J.     Stones  of  Venice.     London,  1851-1853.     3  vols. 
Statham,  H.  H.     Architecture  for  General  Readers.     New  York,  1895. 
Viollet-le-Duc,  E.E.     Habitations  of  Man  in  all  Ages.     London,  1876. 

Sculpture. 

Liibke,  W.      History    of    Sculpture.      New    edition.       London,    1878. 

2  vols. 
Ruskin,  J.      Aratra  Pentelici  :  Elements  of  Sculpture.      London,  1880. 

Pai.nti.vg. 

*  Champlin,  J.  D.,  //-.,  and  Perkins,  C.  C.     Cyclopedia  of  Painters  and 
Paintings.     New  York,  1887.     4  vols. 


Pih-E   ARTS.  177 

Heaton,  Mrs.  C.     Concise  Histoty  of  Painting.     London.  1873. 
Hunt,  W.  M.     Talks  on  Art.     Boston,  1 875-1 883.     2  vols. 
Ruskin,  J.     Modern  Painters.     London,  1843-1860.     5  vols. 

Engraving. 

Hamerton,  P.  G.     Etching  and  Etchers.     London,  1875. 
Woodberry,  G.  E.      History  of  Wood- Engraving.     New  York,  1883. 

Photography. 

Black,  A.  Photography  Indoors  and  Out.  Boston,  1893. 
Harrison,  W.  J.  History  of  Photography.  London,  1887. 
Wood,  H.  T.      .Modern  Methods  of  Illustrating  Books.     London,  1887. 

Decoration. 
Dresser,  C.     Principles  of  Decorative  Design.     London,  1873. 
Leland,  C.  G.     Minor  Arts  :  Porcelain  Painting,  Wood-Carving,  Mo- 
saic Work.     New  York,  1880. 
Meyer,  F.  S.      Handbook  of  Ornament.     New  York,  1892. 
Prime,  W.  C.     Pottery  and  Porcelain.     New  York,  1877. 

Music. 

Elson,  L.  C.     Theory  of  Music.     Boston,  1890. 

Gow,  G.  C      Structure  of  Music.     New  York,  1895. 

Mathews,  W.  S.  B.      How  to  understand  Music.      Philadelphia.  1880. 

Naumano,  E.      History  of  Music.     London,  1886. 

Upton,  G.  P.     Standard  Cantatas.     Chicago,  1888. 

Upton,  G.  P.     Standard  Operas.     Chicago,  1886. 

Upton,  G.  P.     Standard  Oratorios.     Chicago,  1887. 

Upton,  G.  P.     Standard  Symphonies.     Chicago,  1889. 

AMUSEMENT.S. 

Doran,  J.     Annals  of  the  English  Stage.      London,  1887.     3  vols. 
Hoyle,  E.     The  Modern  Hoyle.     London,  1887. 

KOOP.    MAST.   OF    BKS,    -  12 


1/8  LANGUAGE. 

Staunton,  H.,  and  Wormald,  R.  B.     Laws  and    Practice   of   Chess. 

London.  1881. 
Thompson,  M.      Tlie  Witchery  of  Archery.      New  Yorl<,  1S78. 

Walton,    I.      Compleat    Angler;    edited    l)y    ().    W.     Hethune.      New 

York.  1 888.      2  vols. 
Winter,  W.      Shadows  of  the  Stage.     New  York,  1892-1895.     3  vols. 

LANGUAGE. 

Peile,  J.      Philology.     London,  1877. 

Whitney,  W.  D.      Language  and  the  Study  of  Language.     New  York, 

1867. 
Whitney,  W.  D.      Life  and  (".rowth  of  Language.     New  York,  1875. 

English  Language. 

Baskervill,  W.  M.,  and  Sewell,  J.  W.      English  Grammar.    New  York, 

1 896. 
Corson,  H.      Primer  of  English  Verse.      Boston,  1892. 
Lounsbury,  T.  R.      History  of  the   English  Language.     New  York, 

1879. 
Skeat,  W.  W.     Etymological   Dictionary  of  the  English   Language. 

2d  edition.     London,  1893. 
Smith,  C.  J.     Svnonvms  Discriminated.     London,  1871. 
Sweet,  H.      Short  Historical  English  Grammar.      Oxford,  1893. 
Webster,   N.      International    Dictionary    of    the    English    Language. 

Springfield,  Mass.,  1894. 

Foreign  Languages. 

Anglo-Saxon  Dictionary;    by  J.  Bosworth,  edited    by  T.   N.   Toller. 

Oxford,  1 882-1 887.     Parts  1-4. 
Deutsche    Grammatik:    by  J.    C.    .A..    Heyse,  edited    by  Otto    Lyon. 

Hanover,  1886. 
French    Dictionary,    International    English    and:    by    L.   Smith,    H. 

Hamilton,  and  E.  Legros.     London,  1869. 


RHETORIC  AND   ELOCUTION.  179 

German  and  English  Dictionary,  Compendious  ;  by  W.  D.  Whitney. 

New  York,  1877.       ' 
Grammaire    compar^e    de  la  langue   fran9aise ;  by   C.  Ayer.     Paris, 

1885. 
Greek-English  Lexicon  ;    by  H.   D.   Liddell  and   R.   Scott.     7th  edi- 
tion.    London,  1883. 
Greek  Grammar:  by  J.   Hadley  :  revised  by  F.  De  F.  Allen.      New 

York,  1884. 
Italian  and  English  Dictionary;  by  J.   Millhouse;  edited  by  Bracci- 

forti.     London,  1889.     2  vols. 
Italian  (irammar:  by  C.  H.  Grandgent.     Boston,  1887. 
Latin   Dictionary,   Harper's  ;  by  C.   T.   Lewis  and   C.   Short.     New 

York.  1879. 
Latin  Language.  Grammar  of  the  ;  by  A.  Harkness.    New  York,  1881. 
Old  English  Grammar;  by  E.  Sievers.     2d  edition.     Boston,  1887. 
Spanish   and   English    Languages,   Pronouncing   Dictionary  of  the  ; 

by  M.  \'elasquez  de  la  Cadena.     New  edition.      London.  1870. 
Spanish    Language,   Grammar  of    the    Modern;    by  W.    1.    Knapp. 

Boston,  1882. 

RHETORIC   AND   ELOCUTION. 

Legouve,  E.     Reading  as  a  Fine  Art.     Boston.  1887. 

Murdoch,  J.  E.     Analytic  Elocution.     New  York.  1884. 

Quackenbos,  J.  D.     Practical  Rhetoric.     New  York.  1896. 

Spencer,  H.     Philosophy  of  Style.     New  York,  1872. 

Wendell,  B.     English  Composition.     New  York,  1891. 

Warman,  E.  B.     The  Voice  and  How  to  Train  It.     Boston.  1890. 


LITERATURE. 
General  Works. 

Botta,  Mrs.  A.  C.  L.      Handbook  of  Universal  Literature.     New  edi- 
tion.     Boston,  1884. 


l8o  L/TF.RATCKE. 

'  Hallam,  H.      Introduction  to  the  Literaturo  of  Europe  in  the  15th- 
17th  Centuries.     4th  edition.     London,  1.S54,     3  vols. 

Lacroix,  P.      Science  and  Literature  in  the  Middle  Ages  and  Renais- 
sance.     London,  1877. 
Longfellow,  H.  W.     Poets  and  Poetry  of  Europe.     Philadelphia,  1845. 
Mathews,  W.      Oratory  and  Orators.     Chicago,  1879. 
Sears,  L.      History  of  Oratory.      Chicago,  1896. 
Warren,  F.  M.     History  of  the  Novel.     New  York,  1895. 

English  Literature. 

*Allibone,  S.  A.     Critical  Dictionary  of  English   Literature.     Phila- 
delphia, 1858-1S91.     3  vols.;  and  Supplement,  2  vols. 

Brooke,  S.      English  Literature.      New  edition.      New  York,  1894. 
Galton,  A.,  editor.      English  Prose,  from  IMaundeville  to  Thackeray. 
London,  1888. 

*Jusserand,   J.  J.      Literary  History  of   the    English  People.     New 

York,  1895.      \'ol.  I. 
Matthews,  B.      Introduction  to  American  Literature.    New  York,  1896. 
Richardson,    C.    F.     American    Literature,    1 607-1 885.     New    York, 

1 886-1 889.      2  vols. 

Underwood,  F.  H.     Handbook  of  English  Literature:  British  Authors 
—  American  Authors.      Boston,  1 871 -1872.     2  vols. 

Watkins,  M.  C.      .American  Literature.      New  York,  1895. 

Poetry. 

*Courthope,   W.   J.      History  of   English   I'oetry.      New  York,   1895. 

\'ol.   I. 
Gummere,  F.  B.,  editor.     Old  English  Ballads.      Boston,  1894. 
Palgrave,   F.    T.,   editor.     Golden   Treasury  of    Songs   and    Lyrical 

Poems.      London.  1861. 

Stedman,  E.  C.      F'oets  of  America.      Boston,  1885. 
Stedman,  E.  C.      X'ictorian  Poets.      13th  edition.      Boston.  1887. 
Stedman,  E.  C,  editor.     Victorian  Anthology.     Boston.  1895. 
Ward,  T.  H.,   editor.      English    Poets,   a  Selection.      London,    1880. 
4  vols. 


LJTERATURE.  l8l 

[As  the  authors  enumerated  under  English  literature  are  so  many, 
and  complete  lists  and  critical  estimates  of  their  works  so  accessible, 
it  seems  sufficient  here  to  indicate  the  date  of  each  author,  and  the 
titles  of  their  leading  works.  Where  an  author's  name  appears  under 
more  than  one  division  of  English  Literature,  only  such  works  as 
are  appropriate  to  the  subject  are  given  under  each  division.] 

Aldrich,  Thomas  Bailey.     1836-  Mercedes  ;  Wyndham  Towers. 

Arnold,   ^S'/>  Edwin.       1832-  .      Light  of  Asia;   Indian  Song  of 

Songs;    Light  of  the  World. 
Arnold,    Matthew.       1822-1888.       Empedocles  on    Etna;     Merope ; 

Sohrab  and  Rustum  ;   Tristram  and  Iseult. 

Browning,  J/;j.  Elizabeth  Barrett.  1806-1861.  Aurora  Leigh;  Son- 
nets from  the  Portuguese  :  Casa  Guidi  Windows. 

Browning,  Robert.  1S12-1889.  Sordello;  Pippa  Passes  ;  A  Blot  on 
the  "Scutcheon;  .Men  and  Women;  Dramatis  Persona' :  The 
Ring:  and  the  Hook;    Dramatic  Idyls. 

Bryant,  William  CuUen.  1794-1878.  Thanatopsis ;  To  a  Water- 
fowl ;  A  Forest  Hymn  ;  The  Flood  of  Years. 

Burns,  Robert.  1759-1796.  Tam  o'  Shanter ;  Twa  Dogs;  Cotter's 
Saturday  Night. 

Byron,  George  Noel  Gordon,  Lord.  i788-[824.  Childe  Harold;  He- 
brew .Melodies ;   Don  Juan;  Cain. 

Campbell,  Thomas.  1777-1844.  Lochiel's  Warning;  Hohenlinden-, 
Ye  NLirincrs  of   England;   Pleasures  of  Hope. 

Chaucer,  Geoffrey.  1340  (?) -1400.  House  of  Fame;  Troilus  and 
Cressida  ;   Legend  of  Good  Women  ;  Canterbury  Tales. 

Clough,  Arthur  Hugh.  i8i9-i86t.  Bothie  of  Tober-na-\'uolich ; 
-Amours  de  Voyage  ;   Dipsychus. 

Coleridge,  Samuel  Taylor.     1772-1834.     Ancient  Mariner  ;  Christabel. 

Cowper,  William.      1731-1800.     The  Task  ;   John  (iilpin. 

Dryden,  John.  1631-1700.  Absalom  and  .Achitojihe!  ;  .Annus  Mi- 
raliiii.s  :    .Mcxandcr's  P'east. 

Emerson,  Ralph  Waldo.  1803-1882.  The  S])hin\  :  The  Problem; 
May-Day  ;   Threnody. 

Goldsmith,  Oliver.      1728-1774.      Deserted  N'illage  ;   Traveller. 


1 82  LITERATURE. 

Halleck,  Fitz-Greene.      i  790-1867.     Marco  Bozzaris;   Burns;   Fanny. 

Harte,  Francis  Bret.  1839-  •  Heathen  Chinee  ;  Jim  ;  Thompson 
of  Angel's. 

Hay,  John.      1838-         .     Jim  Bludso ;   Little  Breeches. 

Herrick,  Robert.      1 591-1674.      Hesperides. 

Holmes,  Oliver  Wendell.  1S09-1894.  Old  Ironsides;  The  Cham- 
bered Nautilus;  The  Last  Leaf;  The  Wonderful  ••  One-Hoss 
Shay  ;  "  The  Voiceless. 

Jackson,  J//-i-.  Helen  Fiske  Hunt.      1831-1885.      Spinning;  The  Way 

to  Sing. 
Keats,  John,      i  795-1821.     Endymion;  Hyperion;  Ode  on  a  (Grecian 

Urn. 
Lanier,     Sidney.       1 842-1 881.      Centennial    Ode;     Hymns    of    the 

Marshes;   Revenge  of  Hamish;    Psalm  of  the  West. 

Longfellow,  Henry  Wadsworth.      1807-1882.     Building  of  the  Ship; 

Evangeline;  Hiawatha;  Courtship  of  Miles  Standish  ;  Christus; 

Michael  Angelo. 
Lowell,    James    Russell.      18 19-189 1.     Biglow    Papers;     Cathedral; 

Vision  of  Sir   Launfal ;   Commemoration  Ode. 
Milton,    John.       1608-1674.      Paradise    Lost;     Paradise    Regained; 

Comus ;    Samson  Agonistes. 
Morris,    William.      1834-         .      Earthly    Paradise;     Jason;     Sigurd 

the   Volsung. 
Poe,  Edgar  Allan.      1811-1S49.     The  Raven;  The  Bells;   Ulalume  ; 

Annabel  Lee. 
Pope,  Alexander.      1 688-1 744.      Essay  on  Man;    Rape  of  the  Lock; 

Essay  on  Criticism  ;  Satires  ;   Epistles. 
Scott,    Sir  Walter.      1771-1832.      Lay  of  the    Last    Minstrel;   Mar- 

mion ;   Lady  of  the   Lake. 
Shakspere,    William.       1 564-1616.      Venus    and    j\donis  ;    Lucrece  ; 

Sonnets. 
Shelley,   Percy  Bysshe.      i  792-1 822.      Prometheus   Unliound  ;    Alas- 
tor;   The  Cenci ;   Revolt  of  Islam;   Adonais  ;   Ode  to  a  -Skylark. 

Spenser,  Edmund.  1552-1599.  .Shepherd's  Calendar  ;  Faerie  Queene; 
Epithalamium. 


LITERATURE.  1 83 

Stedman,  Edmund  Clarence.  1833-  .  John  Brown;  The  Door- 
step ;   Pan  in  Wall  Street ;   The  Blameless  Prince. 

Stoddard,  Richard  Henry.  1825-  .  The  Fisher  and  Charon  ;  The 
Dead  Master  ;   The  Hymn  to  the  Sea  ;   Adsum  :  The  King's  Bell. 

Swinburne,  Algernon  Charles.  1837-  .  Atalanta  in  Calydon ; 
Erechtheus  :   Chastelard  ;   Mary  Stuart ;   Bothwell. 

Taylor,  Bayard.  1 825-1 S78.  Pictiire  of  St.  John;  The  Prophet; 
Masque  of  the  Gods;   Lars;   Deukalion. 

Tennyson,  Alfred.  1809-1892.  Locksley  Hall:  The  Princess;  In 
Memoriam  ;  Maud  ;  Idylls  of  the  King  ;  Enoch  Arden  ;  Queen 
Mary  ;   Harold  ;  Becket. 

Watson,  William.  1855-  .  The  Prince's  Quest :  Wordsworth's 
Grave  ;   The  Purple  East. 

Whitman,  Walt.  1 819-1892.  Leaves  of  Grass;  Drum  Taps ;  Cen- 
tennial Songs. 

Whittier,  John  Greenleaf.  1807-1892.  Voices  of  Freedom  ;  Snow- 
Bound  ;  Tent  on  the  Beach  ;   Maud  Muller  ;  The  Reformer. 

Woodberry,  George  Edward.      1S53-         .     The  North  Shore  Watch. 

Wordsworth,  William.  1770-1850.  Prelude  ;  Excursion;  Laodamia; 
We  are  Seven:    Intimations  of  Immortality. 

Drama. 

Dowden,  E.     .Shakespeare  ;  a  Critical   Study  of   his  Mind  and  .Art. 

London,  1875. 
Gervinus,  G.  G.     Shakespeare  Commentaries.     London,  1863.     2  vols. 
Symonds,  J.  A.      Shakespeare's   Predecessors  in  the  English  Drama. 

London,  1S84. 
Ward,  A.  W.     English  Dramatic  Literature.     London,  1875.     2  vols. 


Beaumont,  Francis.  1585-1615.  Written  in  conjunction  with 
llet(.h(r:    Philaster:   Thicrrv  anfl  'I'lieodorct :    Maid's  Tragedy. 

Bulwer,  Edward  George  Earle  Lytton,  I.otui  Lytton.  1805-1873. 
Lady  nf   Lvons ;   Richelieu. 

Fletcher,  John.  1 576-1625.  Faithful  Shepherdess:  Two  Noble 
Kinsmen:    Bonduca ;   Beggar's  Bush;   Elder   Brother. 


1 84  LITER  A  TURE. 

Goldsmith,  Oliver.  1 728-1 774.  Good-Natured  Man;  She  Stoops 
to   Conquer. 

Jonson,  Ben.  i  574-1637.  Every  Man  in  his  Humour;  Every  Man 
out  of  his  Humour;  Sejanus ;  Catiline;  Volpone ;  Silent 
Woman  ;  Alchemist. 

Marlowe,  Christopher.  1564  (?)-i  593.  Doctor  1-austus ;  Edward 
II.;  Tamburlaine  ;  Jew  of  Malta. 

Shakspere,  William.  1 564-1616.  Histories,  comedies,  and  trage- 
dies. The  Globe  edition  presents  the  uncorrected  text.  The 
Variorum  edition  contains  the  fullest  commentary,  but  has  been 
completed  for  only  a  few  plays.  The  best  edition  for  study  of 
the  text  is  the  Cambridge  Shakespeare.  For  general  reading 
the  Harvard  edition  of  Hudson,  and  the  "Friendly  edition  of 
Rolfe,  are  especially  to  be  commended.  The  most  important 
plays  are  conveniently  given  in  the  Eclectic  English  Classics. 

Sheridan,  Richard  Brinsley  Butler.  1751-1816.  Rivals;  School  for 
Scandal ;  Critic. 

Fiction. 
Johnson,  E.  R.,  editor.     Little  Classics.     Boston,  1874- 1880.     18  vols. 
Lanier,  S.     The  English    Novel    and  the  Principle  of  Its  Develop- 
ment.     New  York,  1883. 
Tuckerman,  B.      History  of  English  Prose  Fiction.     New  York,  1882. 


Aldrich,  Thomas  Bailey.  1836-  .  Marjorie  Daw;  Prudence 
Palfrey  :   Stillwater  Tragedy. 

Austen,  Jane,  i  775-181  7.  vSense  and  Sensibility;  Pride  and  Preju- 
dice :    Northanger  Abbey. 

Ban,   Mrs.    Amelia    Edith    Huddleston.      1831-  Jan    Vedders 

Wife  :    Daughter  of   Fife  ;    Remember  the   Alamo. 

Beckford,  William.      1760-F844.      \athek. 

Bellamy,  Edward.  1850-  .  Looking  Backward;  Miss  Luding- 
ton's  Sister. 

Besant,  Walter.  1838-  .  All  Sorts  and  Conditions  of  Men; 
Children  of  (iibeon  ;   For  Faith  and   Freedom, 


LITER  A  TURE. 


185 


Black,    William.      1841-         .      Princess    of    Thule  :    Judith    Sliake- 

speare  ;   Madcap   Violet ;   Green   Pastures  and   Piccadilly. 
Blackmore,  Richard  Doddridge.       1825-         .      Lorna  Doone :   .Mary 

Annerly. 
Boyesen,    Hjalmar     Hjorth.        1 848-1 895.       Falconberg  :     Cunnar  ; 

Uaugliter  of   the   Philistines. 
Bronte,  Charlotte.      1816-1855.     Jane  Eyre  ;  Shirley. 
Bulwer,    Edward    George   Earle   Lytton,    Lord   Lytton.      1 805-1 873. 

Caxtons :  Last  Days  of  Pompeii  ;  Harold ;  My  Novel. 
Bunyan,  John.  1628-1688.  Pilgrim's  Progress  ;  Holy  War. 
Burnett,  Mrs.   Frances  Eliza  Hodgson.      1849-         .     That    Lass  o" 

Lowrie's ;   Little  Lord  Fauntleroy. 
Cable,  George  Washington.      1844- 

Grandissimes. 
Caine,  Thomas  Henry  Hall.      1853- 
Clemens,  Samuel  Langhorne.     1835- 

d"nhcad  Wilson. 
Collins,    William    Wilkie.        1 824-1 889. 

White;   No  Name. 
Cooper,    James    Fenimore.       1 789-1851. 

Sea  Tales :    The  Spy. 
Craddock,  Charles  Egbert  {Miss  Murfree). 

of  the  (ircat  Smokv  Mount  lins  :    In  the  Tennessee  Mountains. 
Crawford,  Francis  Marion.      1854-  Mr.    Isaacs;    Saracinesca  ; 

Marzio's  Crucifi.x  :   Witch  of  Prague. 
Defoe,  Daniel.     1661 -1731.     Robinson  Crusoe;  Journal  of  the  Plague 

Year. 
Deland,   Mrs.    Margaret  Wade  Campbell.      1857-  .     John  Ward. 

Preacher;   Philip  and  His  Wife. 
De  Mille,  James.      1837-1880.      Dodge  Club:    R.  O.  W.  C.  Stories; 

A  Strange  Manuscript. 
Dickens,    Charles.      1812-1870.     Pickwick    Papers;    David    Copper- 
field;   Nicholas  Nickleby;   Dombey  and  Son ;   Barnaby  Rudge; 

Oliver  Twist;   Our  .Mutual  Friend;   Tale  of  Two  Cities  ;    lileak 
House. 


Bonaventure  ;   Dr.  Sevier : 

Deemster  ;   Manxman. 
Prince  and  Pauper  ;    Pud- 
Moonstone  ;     Woman    in 
Leather    Stocking    Tales  ; 
1850  (?)-         .     Prophet 


I  86  LITER  A  TURE. 

Du  Maurier,  George.      1 834-1896.     Peter  Ibbetson  ;  Trilby. 
Eggleston,  Edward.      1837-         .     Hoosier  Schoolmaster ;  End  of  the 

Winld  :    Roxy. 
Eliot,  George  (J/;-.*-.  Cross).     1820-1880.     Adam  Bede  ;  Middlemarch  ; 

Romola  ;   Mill  on  the  Floss  ;  Silas  Marner;  Felix  Holt. 

Fielding,  Henry.     1  707-1  754.     Tom  Jones  ;  Amelia;  Joseph  Andrews. 
Garland,  Hamlin,      i860-         .     Main-travelled  Roads ;  Prairie  Folks; 

Spoil  of  Office. 
Goldsmith,  Oliver.      1 728-1 774.     Vicar  of  Wakefield. 
Hardy,  Thomas.      1840-         .     Far  from  the  Madding  Crowd ;  Tess 

of  tlie  D'L  rbervilles  ;   Two  on  a  Tower. 
Harte,  Francis  Bret.      1839-  Luck  of  Roaring  Camp ;  Tales  of 

the  Argonauts;  Gabriel  Conroy. 
Hawthorne,  Nathaniel.      1804-1864.     Scarlet  Letter;  Marble  Faun; 

Blithedale  Romance ;  House  of  the  Seven  Gables ;  Twice-Told 

Tales. 
Holmes,  Oliver  Wendell.     1 809-1 894.    Elsie  Venner:  (iuardian  Angel. 

Howells,  William  Dean.      1837-  Chance   Acquaintance:   Lady 

of  the  Aroostook:  A  Modern  Instance:  Silas  Lapliam:  Haz- 
ard of  New  Fortunes  :   Traveller  from  Altruria. 

Hughes,  Thomas.  1 823-1 896.  Tom  Brown  at  Rugby  ;  Tom  Brown 
at  Oxford. 

Ingelow,  Jean.      1830-         .     Off  the  Skelligs ;   Fated  to  lie  Free. 

Jackson,  Mrs.  Helen  Fiske  Hunt.  1831-1885.  Mercy  Philbrick"s 
Choice ;   Ramona. 

James,  Henry,  /;-.  1843-  .  Watch  and  Ward:  Portrait  of  a 
Lady:    Roderick  Hudson :   Europeans;   Bostonians. 

Jewett,  Sarah  Orne.  1849-  .  Country  Doctor;  Marsh  Island; 
Deephavcn. 

Judd,  Sylvester.      1813-1853.      Martjaret. 

Kingsley,  Charles.  1819-1875.  Alton  Locke;  Hypatia;  Westward 
Ho! 

Kipling,   Rudyard.      1865-  .      Plain   Tales  from  the    Hills;    The 

Light  that  Failed;  Jungle  Book. 


LITERATURE.  1 87 

Lever,  Charles  James.      1806-1872.     Charles  O'Malley;   Harry  Lor- 

requer :  Tom  Burke. 
Longfellow,  Henry  Wadsworth.      1 807-1 882.       Hyperion;   Kavanagh. 
Lover,  Samuel.      1 797-1 868.     Handy  Andy  ;   Rory  O'Moore. 
MacDonald,  George.      1824-         .     Annals  of  a  Quiet  Neighborhood; 

Robert  Falconer:   Wilfrid  Cumbermede. 
Marryat,    Capt.   Frederick.      1792-1848.     Jacob    Faithful;    Midship- 
man F!asv ;   Peter  Simple;   Privateersman. 
Melville,    Herman.       1819-1891.       Typee ;     Omoo ;     White    Jacket; 

Moby  Dick. 
Meredith,  George.      1828-  Beauchamp's  Career:   Diana  of  the 

Crossways ;  Richard  Feverel ;   Lord  Ormont. 
Morris,  William.      1834-1896.     House  of  the  Wolfings ;   News  from 

Nowhere ;   Cilittering  Plain. 
Mulock,  Dinah  Maria  {Mrs.  Craik).     1S26-1887.     Brave  Lady:  Noble 

Life;  Jolm  Halifax,  (ientleman. 
Oliphant,    Mrs.     Margaret    Oliphant    Wilson.       1828-         .       Salem 

Chapel ;     Doctor's    Family ;    Perpetual    Curate ;    Rector ;    Miss 

Marjoribanks  ;   Phoebe,  Junior. 
Page,  Thomas  Nelson.      1853-         .     In  Ole  Virginia;   Burial  of  the 

Guns. 
Poe,  Edgar  Allan.      1811-1849.      Fall  of  the  House  of   Lsher;   (iold 

Bug;   .Murders  in  the  Rue  Morgue. 
Reade,  Charles.      1814-1884.     Peg  Woffington ;   Put  Yourself  in  His 

Place;  The  Cloister  and  the  Hearlli ;   Hard  Cash. 
Richardson,    Samuel.      1689-1761.      Pamehx ;    CLiri.ssa ;    Sir    Charles 

(irandi.son. 
Robinson,  Rowland  Evans.      1833-  I'ncie  Lislia's  Shop;  Sam 

J,ovei's  Cam])  :    Danvis  Folks. 
Russell,  William  Clark.      1844-         .      Sea  Queen;    Lmi^rant   Sliip; 

\\'n.-(  k  of  the  (irosvenor. 
Schreiner,  Olive,      i860-  .      Storv  of  an  African  I- arm  ;    Dreams. 

Scott,  .S/>  Walter.      1771-1832.     Waverley  Novels. 
Simms,  William  Gilmore.     1K06-1S70.     Yemassee ;  (iuy  Rivers;  Par- 
tisan ;   Beauchampe. 


1 88  LJTERArVRE. 

Smith,  Francis  Hopkinson.      1838-         .     Colonel  Carter;  A  Day  at 

Laguerre's  ;   Tom  Grogan. 
Smollett,  Tobias  George.      1721-1771.    Roderick  Random  ;   Peregrine 

Pickle ;  Humphrey  Clinker. 
Sterne,    Laurence.        1713-1768.       Tristram     Shandy;     Sentimental 

Journey. 
Stevenson,  Robert  Louis.      1850-1894.      Kidnapped;  David  Balfour; 

Prince  Otto;  Dr.  Jekyll  and  Mr.  Hyde;   Master  of  Ballantrae. 
Stockton,  Frank  Richard.      1S34-  .      Rudder  Crange ;   Hundredth 

Man;  The  Lady  or  the  Tiger. 
Stowe,    Mrs.    Harriet    Beecher.      181 2-1896.      Uncle    Tom's    Cabin; 

Dred;   The   Minister's  Wooing;   Oldtovvn    Folks. 
Taylor,    Bayard.      1825-1878.      Hannah    Thurston;    John    Ciodfrey ; 

Story  of  Kennett. 
Thackeray,  Anne  Isabella  (i^rj.  Ritchie).      1842-         .     Old  Kensing- 
ton;  Toilers  and  Spinsters;   Bluebeard's  Keys;   Miss  Angel. 
Thackeray,  "William   Makepeace.      1811-1863.     Vanity  Fair;    Henry 

Esmond;   Pendennis;  Newcomes;  Virginians. 
Tourgee,   Albion   Winegar.      1838-         .     A    Fool's    Errand;    Bricks 

Without   Straw. 
Trollope,   Anthony.      1815-1882.      Is    He    Popenjoy ;   A'icar  of    Bull- 

hampton;   Orley  Farm;   The  Warden. 
Trowbridge,  John  Townsend.      1827-         .     Cudjo's  Cave ;  Neighbor 

Jackwood;  Coupon  Bonds. 
Wallace,  Lew.      1827-         .      BenHur;   Fair  (iod;   Prince  of   India. 
Ward,  J/rj.  Elizabeth  Stuart  Phelps.      1844-         .     Gates  Ajar ;  Story 

of  Avis;   Hedged  in;   Silent  Partner. 
Ward,  Mrs.  Mary  Augusta  Arnold.      1851-         .     Robert   Elsmere: 

David  Grieve ;   Marcella. 
Warner,  Charles  Dudley.      1829-  .     A  Eittle  Journey  in  the  World  ; 

The  ( ioldcn  1  louse. 
Weyman,    Stanley    John.      1855-         .      A    Gentleman    of    France; 

Under  the   Red    RoIk- ;   My   Lady   Rotha  ;    House  of  the  Wolf. 
Wilkins,  Mary  Eleanor.      1855-         .     A   New  England  Nun;  Pem- 
broke ;  Jane  Field. 


LITER  A  TUKE.  iSq 

Winthrop,    Theodore.      1828-1861.      Cecil    Dreeme ;    John    Brent; 

Edwin  Brothertoft. 
Woolson,    Constance   Fenimore.      1 848-1 894.     Anne;     East    Angels; 

Jupiter  Lights. 

Humor  and  Satire. 

Mason,  E.  T.,  editor.     Humorous  Masterpieces  from  American   Lit- 
erature.    New  York.  1891.     3  vols. 
Mathews,  W.     Wit  and  Humor.     Chicago,  1888. 


Browne,  Charles  Farrar  (Artemus  Ward).      1834-1867.     His  Book. 
Clemens,  Samuel   Langhorne  (Mark  Twain).      1835-         .     Innocents 

Abroad;    Roughing  It;    Connecticut  Yankee  in    King  Arthur's 

Court. 
Holmes,    Oliver    Wendell.      1 809-1 894.       Autocrat   of    the   Breakfast 

Tal)le. 
Irving,   Washington.      1783-1859.     Knickerbocker's  History  of  New 

York. 
Junius  [pseudonym].      1769.     Letters. 
Lowell,    James    Russell.       1819-1891.       Biglow    Papers;    Fable   for 

Critics;  Unhappy  Lot  of  Mr.    Knott. 
Shaw,  Henry  Wheeler  (Josh  Billings,  Uncle  Esek).      1818-1885.     Say- 
ings ;   Farmers"  Allniina.\;    Uncle  Ezek's  Wisdom. 
Smith,  Sydney.      1771-1845.      Letters;  Essays. 
Swift,  Jonathan.      1667-1745.     Oulliver's  Travels. 
Thackeray,  William  Makepeace.      1811-1S63.     Yellowphish    Papers; 

Book  of  Snobs  ;   Rebecca  and  Rowcna. 

Oratory. 

Adams,  C.  K.,  editor.     RepresentativeBritish  Orations.     New  York. 

1884.     3  vols. 
Johnston,    A.,    editor.     Representative    American    Orations.       New 

York.  1884.     3  vols. 

Bright,  John.      iHi  1-1889.     Speeches  on  Questions  of  Public  Policy. 


I  go  LITERATURE 

Brougham,  Henry,   Lord.      1 779-1868.     Army   Estimates;    Invasion 

t)f  Spain ;   Parliamentary  Reform. 
Burke,    Edmund.      1 729-1 797.       American    Taxation;    Conciliation; 

Nabob  of  Arcot's  Debts. 
Chatham,  William  Pitt,  Ztf/v/.      i  708-1  788.      Taxing'  America;   Case 

of   Wilkes ;   State  of  the  Nation. 
Choate,  Rufus.      1 799-1 858.     Oregon  Boundary  ;  Discourse  on  Web- 
ster :   American  Nationality. 
Curtis,    George    William.      1824-1892.       Public    Duty    of    Educated 

Men;   Machine  Politics;  Address  on  Bryant. 
Erskine,  Thomas,  Z.r^;v/.      i  750-1823.     In  Behalf  of  Gordon  ;   Rights 

of  Juries  ;   In  Behalf  of  Hardy. 
Everett,  Edward.      1 794-1865.     First  Settlement  of  New   England; 

Bunker    Hill    Monument;     Character    of    Washington;    Daniel 

\Vel)ster. 
Phillips,    Wendell.       1811-1884.       Murder    of    Lovejoy ;    Abolition 

Movement;  Toussaint  L'Ouverture. 
Webster,  Daniel,      i  782-1852.      Bunker  Hill  Monument ;  Adams  and 

Jefferson;  Dartmouth  College  Case  ;   Reply  to  Hayne. 

Essays. 
Dobson,  A.,  editor.     Eighteenth  Century  Essays.      London,  1887. 


Addison,  Joseph.      1672-17 19.     Tatler;  Spectator;  Guardian. 

Arnold,  Matthew.  1 822-1 888.  On  Translating  Homer;  Essays  in 
Criticism. 

Carlyle,  Thomas,  i  795-1 881.  Sartor  Resartus ;  Heroes  and  Hero 
Worship  :    Past  and  Present. 

Curtis,  George  William.  1824-1892.  Potiphar  Papers;  Prue  and 
I  :   From  the  Easy  Chair. 

De  Quincey,  Thomas,  i  785-1859.  Confessions  of  an  Opium  Eater  ; 
Murder  as  One  of  the  Fine  Arts. 

Emerson,  Ralph  Waldo.  1S03-1882.  English  Traits;  Representa- 
tive Men  ;  Nature  ;  Conduct  of  Life  ;  Society  and  Solitude. 


LITERATURE.  I9I 

Fiske,  John.  1842-  .  Myths  and  Myth-Makers;  Excursions  of 
an  Evolutionist ;  Unseen  World. 

Froude,  James  Anthony.  181 8-1 894.  Short  Studies  on  Great  Sub- 
jects. 

Harrison,  Frederic.  1831-  .  Choice  of  Books:  Meaning  of 
History. 

Higginson,  Thomas  Wentworth.  1823-  .  Atlantic  Essays ;  Out- 
Door  Papers. 

Hunt,  James  Henry  Leigh.  i  784-1859.  Imagination  and  Fancy; 
Wit  and  Humour:  Men,  Women,  and  Books:  Jar  of  Honey. 

Huxley,  Thomas  Henry.  1825-1895.  Lay  Sermons:  Collected  Es- 
says. 

Irving,  Washington,  i  783-1 S59.  Sketch-Book  :  Tales  of  a  Trav- 
eller :   .Alhambra. 

Jeffrey,  Francis,  Lord.  1 773-1 850.  Contributions  to  the  Edinburgh 
Review. 

Johnson,  Samuel,      i  709-1  784.      Rasselas;   Rambler:   Idler. 

Lamb,  Charles.      1 775-1 834.     Essays  of  Elia;   Last  Essays  of  Klia. 

Landor,  Walter  Savage.  1 775-1864.  Imaginary  Conversations; 
Pericles  and  Aspasia. 

Lang,    Andrew.      1844-  Essays   in    Little:    Letters    to    Dead 

Authors. 

Lowell,  James  Russell.  1819-1891.  Among  My  Books;  My  Study 
Windows  •,   Democracy. 

Macaulay,  Thomas  Babington,  I^ord.  1800- 1859.  Warren  Hast- 
ings:  Lord  Clyde ;   Milton. 

Mathews,  William.      1S18-  Getting  On   in  the  World;   Liter- 

ary  Stvlc  :   Words  ;   Hours  with    Men   and    Books. 

Ruskin,  John.  1819-  .  Sesame  and  Lilies:  Stones  of  Venice: 
Crown  of  Wild  Olive. 

Steele,  Richard.      1671-1729.     Tatlcr :  Spectator;  Guardian. 

Thoreau,  Henry  David,      i. Si  7-1862.     Waldcn  ;  Cape  Cod  :  Week. 

Whipple,  Edwin  Percy.  1819-1886.  Literature  and  Life:  Charac- 
ter ;  .Success. 

Wilson,  John.      1785-1854.      Noctes  Ambrosiana-. 


192  LITERATURE. 

Letters. 
Byron,  George  Noel  Gordon,  Lord.     1788-1824. 
Carlyle,  Thomas.      1 795-1 881. 
Cowper,  William.      1731-1800. 
Dickens,  Charles.      18 12-1870. 
Emerson,  Ralph  Waldo.      1 803-1 882. 
Lowell,  James  Russell.      18 19-189 1. 
Scott,  .SV;- Walter.      1 771 -1832. 
Thackeray,  William  Makepeace.      181  1-1863. 

Greek  Literature. 

Perry,  T.  S.      History  of  Greek  Literature.     New  York,  1890. 
Jebb,  R.  C.     Greek  Literature.      London,  1877. 


.ffischylus.  Tragedies  ;  New  Translation,  by  E.  H.  Plumptre.  Lon- 
don, 1868. 

Aristophanes.  Metrical  Version  of  the  Acharnians,  Knights,  and 
Birds;  by  J.  H.  Frere.     London,  1886. 

Euripides.     Three  Dramas;  by  W.  C.  Lawton.     Boston,  1889. 

Homer;  translated  by  W.  C.  Bryant.     Boston,  1 870-1 872.     4  vols. 

Homer;  by  A.  Lang  and  others.      London,  1879-1883.      2  vols. 

Homer.  Iliad  and  Odyssey;  translated  by  A.  Pope;  with  notes  by 
J.  -S.  Watson,  and  Flaxman's  designs.  London,  1858-1860. 
2  vols. 

Pindar;   translated  by  E.  Myers.      London,  1884. 

Plato.  Trial  and  Death  of  Socrates ;  translated  by  F.  J.  Church. 
London.  1888. 

Sophocles.  Tragedies:  translated  by  E.  H.  Plumptre.  London, 
1865. 

Theocritus,  Bion,  and  Moschus  ;  rendered  into  English  Prose  by  A. 
Lang.     London.  1880. 

Xenophon.  .Memoirs  of  Socrates ;  translated  by  \\.  Levien.  Lon- 
don, 1878. 


LITER  A  TURE.  193 

Latin  Literature. 

Cruttwell,  C.  T.     History  of  Roman  Literature.     London,  1877. 
Sellar,  W.  Y.     The  Roman  Poets  of  the  Augustan  Age.     Oxford, 
1 877-1 892.     2  vols. 

Sellar,  W.  Y.     The  Roman  Poets  of  the  Republic.     Oxford,  1881. 


Cicero.     De  Amicitia  ;  translated  by  A.  P.  Peabody.     Boston,  1884. 

Cicero.     De  Officiis;  translated  by  A.  P.  Peabody.     Boston,  1883. 

Cicero.     De  Senectute  ;  translated  by  A.  P.  Peabody.     Boston,  1884. 

Cicero.  Orations;  translated  by  C.  D.  Yonge.  London,  1851-1852. 
4  vols. 

Horace.      Horatian  Echoes;  by  J.  O.  Sargent.      Boston,  1893. 

Lucretius.  De  Rerum  Natura;  translation  by  H.  A.  J.  Munro.  Lon- 
don, 1873. 

Pliny,  the  younger.  Letters;  translated  by  J.  D.  Lewis.  London, 
1879. 

Tacitus.  Agricola,  Germany,  Dialogue  on  Oratory;  translated  by 
A.  J.  Church  and  W.  J.  Brodribb.      London,  1877. 

Vergil.     Works;   English  Prose,  by  J.  Conington.      London,  1872. 
Vergil,     i^neid ;   English   Blank  Verse,  by  C.   P.    Cranch.     Boston, 
1872. 

Italian  Literature. 

Howells,  W.  D.      Modern  Italian  Poets.      New  York,  1887. 


Dante  Alighieri.     Divine  Comedy ;  translated  by  H.  W.  Longfellow. 

Boston,  1 867-1 870. 
Dante   Alighieri.      Divine    Comedy ;    translated    by   C.    E.    Norton. 

B(jsti)n.  1S91-1892.      3  vols. 

Dante  Alighieri.      New   Life  ;  transhitcd  by   C.   E.  Norton.      Boston, 
1892. 

Petrarca,  Francesco.     Sonnets,  Triumphs,  and  otlicr  Poems.     London, 
1859. 

Tasso,   Torquato.     Jerusalem  Delivered  ;  translated  by  J.  H.  Wiffen. 
London,  1 824-1825.      2  vols. 

KOOP.    MAST.    fiP    BK>.. —  1.3 


194  Lni:RA7URE. 

French  Litkkatu k i:. 

Saintsbury,  G.     Short  History  of  French  Literature.     New  edition. 
London,  1889. 

B^ranger,  P.  J.  de.     Two  Hundred  of  His  Lyrical   Poems ;   English 
bv  \V.  Young.      London,  1847. 

Dumas,  A.      Romances.     Boston,  1888-1894.     40  vols. 

Hugo,  Victor.      Dramatic  Works  ;  translated  by  F.  L.  Slous  and  Mrs. 
N.  Crossland.     London,  1887. 

Hugo,  Victor.     Romances.     Boston,  1 887-1 894.      14  vols. 

Hugo,  Victor.     Selections  Chiefly  Lyrical.     London,  1885. 

Moliere,   J.   B.   P.       Dramatic    Works ;  translated    by    C.    H.   Wall. 

London,  1 876-1 877.     3  vols. 
Montaigne,  M.  E.  de.     Works  ;  translated  by  W.  Hazlitt.     London. 

1841. 
Musset,  A.  de.     Selections  from  His  Prose  and  Poetry :  tran.slated  by 

Mrs.  S.  Wister.      New  York,  1S72. 
Rabelais,    F.       Readings    in    Rabelais ;     by    W.    Besant.       London, 

1883. 
Racine,  J.      Dramatic   Works  ;    metrical   version   by   R.   B.   Boswell. 

London,  1 889-1 890.     2  vols. 
Roland.     Song  of  Roland  ;  translated  by  J.  O'Hagan.     2d  edition. 

London,  1883. 
Voltaire,    F.    M.    A.    de.      Romances ;    translated  from  the    French. 

New  York,  1885. 
Zola,  E.     Money;  translated  by  B.  R.  Tucker.     Boston,  1891. 

Spanish  .and  Portuguese  Literature. 
Conant,  H.  S.     Primer  of  Spanish  Literature.     New  York,  1879. 


Camoens,  L.  de.  Lusiads;  Englished  by  R.  F.  Burton.  London. 
1881.     2  vols. 

Cervantes,  M.  de.  Don  Quixote;  translation  by  J.  Ormsby.  Lon- 
don, 1884.     4  vols. 


LITERATURE.  1 95 

Cid.      Poems  of  the  Cid  ;  translated  by  J.  Ormsb)*.     London,  1879. 
Lockhart,  J.  G.     Ancient  Spanish  Ballads.     London,  1823. 

Anglo-Saxon  Literature. 
Brooke,  S.  A.     History  of  Early  English  Literature.     London,  1892. 


Beowulf;     an    Anglo-Saxon    Poem;    translated    by    J.    M.    Garnett. 
Boston,  1882. 

German  Literature. 

Hosmer,  J.  K.     Short  History  of  German  Literature.     New  edition. 

New  York.  1891. 
Taylor,  B.     Studies  in  German  Literature.     New  York.  1879. 


Freytag,  G.     The    Lost    Manuscript ;  translated    by  Mrs.   Malcolm. 

London,  1865.     3  vols. 
Goethe,  J.  W.  von.      Faust;  translated  by  B.  Taylor.     Boston,  1870. 

2  vols. 
Goethe,  J.  W.  von.     Hermann  and  Dorothea;  translated  by  E.  Froth- 

ingham.     Boston,  1870. 
Goethe,  J.  W.  von.     Reineke  Fox;  West-Eastern  Divan;  Achilleid ; 

translated  by  A.  Rogers.      London,  1890. 

Heine,  H.      Book  of  Songs  :  translated  by  C.  G.   Leland.     Philadel- 
phia, 1864. 

Heine,  H.      Pictures  of  Travel  :  translated  by  C.  G.  Leland.     Phila- 
delphia, 1856. 

Heyse,  P.     L'Arrabiata,  and  other  tales;  from  the  German,  by  M. 

Wilson.      London,  1867. 
Lessing,  G.  E.      Dramatic  Works.     London,  1878.     2  vols. 
Nibelungenlied  ;     translated     by    A.     G.     Foster-Barham.       London, 

1887. 

Scheffel,  J.  V.  von.     The  Trumpeter  of  Saikkingen ;    translated  by 

Mrs.  F.  Briinnow.      London,  1877. 
Schiller,  F.  von.      Wf)rks.      London,  1847- 1889.      7  vols. 


196  LITERATURE. 

Scandinavian  Literature. 
Gosse,  E.     Northern  Studies.     London,  1890. 


Bjornson,  B.     Works;   translated  by  R.  B.  Anderson.      Boston,  1884. 

3  vols. 
Grettis  Saga;  from  the  Icelandic,  by  E.  Magniisson  and  W.  Morris. 

London,  1869. 
Ibsen,  H.      Prose  Dramas;    edited  by  W.  Archer.     London,   1890- 

1S95.     6  vols. 
Ibsen,  H.     Brand,  a  Dramatic  Poem ;  translated  by  C.  H.  Herford. 

London.  1894. 
Runeberg,  J.  L.      Lyrical  Songs  ;   English  by  E.  Magniisson  and  E.  H. 

Palmer.      London,  1878. 

Tegn^r,   E.     Fridhtjofs    Saga ;    translated    by   Holcomb.     Chicago, 
1876. 

Vijlsunga  Saga ;  from  the  Icelandic,  by  E.  Magniisson  and  W.  Morris, 
London,  1870. 

Russian  Literature. 

Turner,  C.  E.     Studies  in  Russian  Literature.     London,  1882. 
Pushkin,  A.     Poems:  translated  by  I.  Panin.     Boston,  1888. 
Tchernyshevsky,    N.    G.     A    Vital    Question ;    translated    by   N.    H. 

Dole  and  S.  S.  Skidelsky.     New  York,  1888. 
Tolstoi,  L.  N.     Works.     New  York,  1889.     9  vols. 
Turgenieff,  I.  S.     Works.     New  York,  1889.     5  vols. 

Other  Foreign  Literature. 

Kalevala,  the  Epic  Poem  of  Finland ;   Englished  by  J.  M.  Crawford. 
New  York,  1888.     2  vols. 

Oman,  J.  C.     The  Great  Indian  Epics.     London,  1894. 

Omar   Khayyam.     Rubdiydt;    English    by   E.    Fitzgerald.      London, 

1859. 
Ossian.     Poems;  with    translation  by  A.   Clark.     Edinburgh,    1870. 

2  vols. 


CHAPTER    XI. 

BOOKS  ON  THE  SUBJECT   OF  READING. 

An  extensive  list  of  works  on  books  and  reading  was 
published  in  the  "  Bulletin  of  the  Boston  Public  Library  " 
for  April,  1890.  The  following  list,  in  which  annotations 
have  been  attempted,  contains  many  of  the  works  there 
cited,  together  with  various  additional  titles.  It  is  not 
supposed  that  any  student  will  read  all  or  even  many  of 
the  books  here  enumerated,  —  few  students  would  have 
access  to  more  than  a  small  proportion  of  them,  —  but 
most  of  them  contain  advice  of  the  greatest  value  to  per- 
sons whose  reading  habits  are  yet  unformed  ;  and  it  is 
hoped  that  the  critical  estimates  given  will  enable  and 
induce  the  student  to  select,  from  such  of  the  works  men- 
tioned as  are  accessible  to  him,  those  that  will  be  most 
likely  to  render  him  assistance.  It  should  be  added  that 
some  of  the  best  literature  of  the  subject  is  contained  in 
essays  and  periodical  articles,  pointed  out  in  the  American 
Library  Association  Index  and  Poole's  Index. 

Abbott,  Lyman,  editor.     Hints  for  Home  Reading.     New  York,   1892. 
A  series  of  suggestive  chapters  by  well-known  writers.     At  the  end  are  three 
excellent  lists  of  books  for  libraries,  the  first  of  500  volumes,  the  second  of  an 
additional  500  volumes,  and  the  third  of  an  additional  1000  volumes. 

Acland,  A.  H.  D.      A  Guide  to  tlie  Choice  of  Books.     London,  1891. 

A  list  of  books  with  a  minute  index  to  subjects  and  authors.  The  main 
divisions  are;  Books  of  Reference.  —  Antiquities  and  Archa;ology.  —  Biography. 
—  Children's  Books.  —  Domestic  Economy.  —  Education.— Geography  and 
Travel.  —  Oovcrnment  Publications.  —  History.—  Languages.  —  Literature. — 
Philosophy. —  I'olitical  and  Social  Economy. —  Political  .Science.  —  Science. 

197 


198  BOO  AS   O.Y   THE  SUBJECT  OF  READING. 

Aspects   of    Modern    Study,    being    university   extension    addresses. 
London,  1894. 
The  subject  of  tlie  lectures  is  study  rather  than  general  reading  ;  but  the  vol- 
ume is  full  of  aid  and  inspiration  for  the  studious  reader. 

Atkinson,  W.  P.     Booi<s  and  Reading.     Boston,  i860. 

A  lecture  before  an  association  of  mill  workers.  .\  plea  for  miscellaneous 
reading,  provided  it  be  earnest.  'J'heauth  >r  advocates  also  the  choice  of  subjects 
near  at  hand,  lie  recommends  spending  one  half  our  leisure  in  the  open  air,  if 
we  would  make  the  best  of  the  other  half  in  reading. 

Atkinson,  W.  P.     On  the  Right  Use  of  Books.     Boston,  1880. 
Emphasizes  the  value  of  reading  to  business  men. 

Azarias,  Brother  (P.  F.  Mullany).     Books  and  Reading.     New  York, 
1891. 
Written  from  the  Catholic  point  of  view.     It  contains  many  helpful  sugges- 
tions, but  its  greatest  value  consists  in  the  spirit  of  "  bookmindedness "  which 
breathes  through  ever)'  paragraph. 

Bacon,  Francis,  Lord.     Essay  L.     Of  Studies. 

The  most  famous  of  all  treatises  on  books  and  reading.  It  is  contained  in 
any  edition  of  the  essays ;  but  may  profitably  be  read  with  Whately's  annota- 
tions. 

Baldwin,  James.     Tlie  Book-Lover.     Chicago,  1892. 

This  little  book  has  reached  its  tenth  edition  and  deserves  all  its  popularity. 
It  is  really  what  it  professes  to  be,  "  A  guide  to  the  best  reading." 

Best  Hundred  Books.      Boston,  1886. 

This  contains  an  article  on  the  choice  of  books  by  Ruskin,  an  unpublished 
letter  by  Carlyle,  and  numerous  contributions  by  other  writers. 

Best  Reading;  edited  by  F.   B.   Perkins;  vols.  2-4  by  L.  E.  Jones. 
New  York,  1877-1893. 
Lists  of  the  best  books  now  in  print,  arranged  by  subjects.     The  first  volume 
contains  also  :  Readings  on  Reading  ;  Suggestions  for  Courses  of  Reading  ;  (Jn 
Owning  Books;  Hints  on   Book  Clubs. 

Burt,  Mary  E.     Literary  Landmarks.     Boston.  1893. 

One  of  the  best  guides  to  reading  for  the  young.  The  volume  contains  many 
ingenious  illustrations  designed  to  fi.\  in  the  pupil's  mind  the  story  of  literature  ; 
and  at  the  end  is  a  carefully  selected  list  of  700  books. 

Carlyle,  Thomas.     On  the  Choice  of  Books.     London,  1881. 

•An  address  delivered  without  notes  to  the  students  of  Edinburgh  University 
in  1866.     It  is  rambling,  but  full  of  inspiration  to  scholarship  and  noble  living. 

Drummond,  Henry.     A  Talk  on  Books.     New  York,  1891. 

Addressed  not  to  brilliant  students,  but  to  those  of  the  second  rate,  whom  he 


BOOKS   OX   THE   SUBJECT  OE  READING.  1 99 

calls  "  hopeful  duffers."     The  speaker  relates  his  own  growth  in  the  knowledge 
and  love  of  books. 

Foster,  William,  E.  Libraries  and  Readers.  New  York,  1883. — 
The  Public  Library  as  a  Help  to  the  Historical  Student.  (In 
New  England  Magazine,  December,  1889.) — -The  Use  of 
a  Public  Library  in  the  Study  of  History.  (Pages  105-112 
of  G.  Stanley  Hall's  Methods  of  Teaching  History,  2d  edi- 
tion, 1889.)  —  The  Young  Writer's  Use  of  a  Librarj'. 
(Pages  85-93  of  T.  W.  Bancroft's  Method  of  English 
Composition,  1885.) 

All  these  treatises  by  the  librarian  of  the  Providence  Public  Library  will 
be  found  of  the  greatest  practical  benefit  to  readers.  The  last,  in  particular, 
can  be  commended  to  students  for  its  sound  advice  in  regard  to  methods  of 
composition. 

Green,  S.  S.     Library  Aids.     New  York,  1883. 

Compiled  by  the  librarian  of  the  Worcester  Public  Library.  A  very  conven- 
ient reference  manual  for  all  users  of  libraries.  It  contains  a  list  of  articles  on 
Libraries  as  educational  institutions,  and  appended  is  Mr.  Foster's  chapter  on 
Books  and  articles  on  Reading,  reprinted  from  his  Libraries  and  Readers. 

Green,  S.  S.,  editor.     Libraries  and  Schools.     New  York,  1883. 

A  useful  handbook  ;  containing  articles  by  the  editor,  and  by  C.  F.  .•\dams, 
Jr.,  R.  C.  Metcalf.  and  \V.  E.  Foster. 

Hale,  Edward  Everett,  and  others.     Books  That  Have    Helped    Me. 
New  York,  1889. 

Articles  by  various  authors,  reprinted  from  the  Forum.  They  record  per- 
sonal exjDeriences  in  reading,  and  will  be  found  both  interesting  and  practically 
helpful. 

Hamerton,  Philip  Gilbert.     Tiic  Intellectual  Life.     Boston,  1873. 

A  book  that  is  still  as  pertinent  as  ever  to  the  wants  of  every  student.  It 
has  not  a  dull  page. 

Hardy,  G.  E.     iiooks  for  the  Young.     New  York,  1892. 

.•\  graded  and  annotated  list  of  500  books  of  great  value  in  selecting  or  direct- 
ing the  reading  of  children. 

Harrison,  Frederic.     The  Choice  of  Books.     London,  1886. 

"  The  Choice  of  Books  is  really  the  choice  of  our  education,  of  a  moral  and 
intellectual  ideal,  of  the  whole  duty  of  man."  This  sentence  will  give  a  clue  to 
the  import  of  this  well-known  essay  of  the  famous  English  positivist.  The 
four  chapters  are  headed  :  How  to  Read.  —  Poets  of  the  Old  World.  —  Poets  of 
the  Modern  World. —  The  Misuse  of  Books.  Decidedly  a  book  for  students 
and  scholars. 


200  BOOA'S   ON   THE   SUBJECT  OF  READING. 

Helps,  Sir  Arthur.     Reading. 

A  Chapter  in  Book  II.  of    his  series  of  thoughtful  and  stimulating  essays 
entitled  Triends  in  Council. 

Higginson,  T.  W.     Books   and    Reading.     (In  The  Woman's  Book, 
vol.  I,  1894.) 
A  valuable  survey  of  classes  of  reading  and  their  influence. 

Ireland,  Alexander.     The  Book-lover's  Enchiridion.     New  York,  1893. 
.•\  treasury  of  thoughts  on  the  solace  and  companionship  of  books,  gatliered 
from   the  writings  of  the  greatest   thinkers,  from   Cicero  to  Ruskin.     A  hand- 
book that  siiould  be  owned  and  read  by  every  student. 

Kent,  James.     Outline  of  a  Course  of  Enghsh  Reading;  edited  by  H. 
A.  Oakley.     New  York,  1853. 
One  of  the  most  famous  of  reading  courses,  though  now  greatly  out  of  date. 
Nearly  every  subject  or  book  iias  a  note  of  explanation  or  suggestion. 

Leypoldt,  A.  H.,  and  lies,  G.,  editors.      List  of  Books  for  Girls  and 
Women  and  Their  Clubs.     Boston,  1895. 
Lists  of  books  on  various  subjects,  chosen  by  specialists,  and  furnished  with 
descriptive  and  critical  notes.     In  addition  to  these  lists  are  a  list  of  periodicals 
and  hints  for  girls'  and  women's  clubs. 

Lubbock,  Sir  John.     The  Pleasures  of  Life.     New  York,  1889. 

Contains  A  .Song  of  Books,  and  The  Choice  of  Books,  with  his  famous  list 
of  100  books. 

Mabie,  H.  W.     Books  and  Culture.     (In  The  Bookman,  1895.) 

\  series  of  inspiring  chapters  by  the  author  of  My  Study-fire,  Short  Studies 
in  Literature.     The  writer  is  the  literary  editor  of  the  Outlook. 

Mathews,  William.  Hours  with  Men  and  Books.  12th  edition. 
Chicago,  1889. 
Contains  his  article  on  Professorships  of  Books  and  Reading.  Few  writers 
equal  Dr.  Mathews  in  power  to  stimulate  love  of  reading.  The  student  would 
do  well  to  read  also  his  Getting  on  in  the  World  ;  Great  Conversers ;  Words  : 
their  Use  and  Abuse ;  Oratory  and  Orators ;  Literary  Style ;  Men,  Places,  and 
Things;  and  Wit  and  Humor. 

Matson,  Henry.     References  for  Literary  Workers.     Chicago,  1892. 

Contains  introductions  to  topics  and  questions  for  debate,  under  the  fol- 
lowing heads  :  History.  —  Biography.  —  Politics.  —  Political  Economy.  —  Edu- 
cation. —  Literature.  —  -Art.  —  Science.  —  Philosophy.  —  Ethics.  —  Religion.  — 
Miscellaneous. 

Matthews,  Brander.     Cheap  Books  and  Good  Books.    New  York,  1888. 
On  the  relations  of  copyright  to  the  quality  of  books,  and  secondarily  to  the 
interests  of  the  reading  public. 


BOOKS   ON   THE   SUBJECT  OF  READING.  20I 

Matthews,  Brander.  The  Home  Library ;  by  Arthur  Penn  [pseud- 
onym]. New  York,  1883. 
Contains :  A  Plea  for  the  Best  Books.  —  On  the  Buying  and  Owning  of 
Books.  —  On  Reading. —  On  Fiction,  with  a  List  of  100  Best  Books.  —  On  the 
Library  and  Its  Furniture.  —  On  Book-binding.  —  On  the  Making  of  Scrap- 
books.  —  On  Diaries  and  Family  Records.  —  On  the  Lending  and  Marking  of 
Books. —  Hints  Here  and  There. —  List  of  Authors  for  the  Home  Library, 
with  Choice  of  Editions,  and  Prices. 

The  volume  contains  numerous  illustrations,  and  is  addressed  to  owners  as 
well  as  readers  of  books. 

Maurice,  J.  F.  D.     The  Friendship  of  Books.     London,  1893. 

Contains  also  lectures  on  Words,  on  Books,  and  on  the  Use  and  Abuse  of 
Newspapers, 

Moore,  C.  H.     What  to  Read,  and  How  to  Read.     New  York,  1871. 

Classified  lists  of  reading  are  given,  with  brief  annotations,  the  whole  being 
brought  down  to  1S70.  The  volume  resembles  in  plan  Chapters  H.  and  HL  of 
the  present  work,  but  a  much  larger  selection  of  books  is  given.  'J'he  author 
describes  his  volume  as  "  aiming  to  shape  the  literary  culture  of  young  persons." 

Northcote,  -SV;  Stafford  Henry.     The  Pleasures,  the  Dangers,  and  the 
Uses  of  Desultory  Reading.     London,  1885. 
A  lecture  by  Lord  Iddesleigh  at  the  University  of  Edinburgh.     Desultory  is 
used  in  the  sense  of  varied,  not  trifling.     The  little  volume  is  beautifully  printed. 

O'Conor,  J.  F.  X.     Reading  and  the  Mind,  with  Something  to  Read. 
New  York,  1890. 
The  work  of  a  Catholic  writer  appreciative  of  the  best  in   literature.    The 
last  part  of  the  pamphlet  embodies  lists  of  books  arranged  by  classes. 

Parsons,  F.     The  World's  Best  Books.    Third  edition.    Boston,  1893. 
A  lively  and  suggestive  guidebook  to  the  literature  of  tiie   world,  designed 
for  the  average  adult  reader. 

Phelps,  Austen.     .Men  and  Books.     New  York,  1882. 

Designed  for  the  literary  guidance  of  young  pastors,  but  containing  chapters 
on  the  use  of  books  that  will  be  of  value  to  the  general  reader. 

Porter,  Noah.     Books  and  Reading.     4th  edition.     New  York,  1881. 
This  has  long  teen  the  standard  book  of   counsel  for  the   student  in  both 
manner  and  matter  of  reading.     It  should,  however,  te  supplemented  by  later 
works.     This  edition  contains,  in  an  appendix,  a  select  catalogue  of  books  pre- 
pared by  J.  M.  Hubbard. 

Pryde,  David.     The   Highways  of  Literature;  or  Wliat  to  Read,  and 
How  to  Read.     Edinburgh,  1882. 
An  enthusiastic  yet  sensible  work  in  which  tlic  author  discusses  the  impor- 


202  BOCA'S   ON   TJIE   SUBJECT  OF  KEADING. 

tance  of  the  great  divisions  of  literature,  and  the  best  methods  of  forming  an 
acquaintance  with  them. 

Pycroft,  James.     A  Course  of  Reading.     New  York,  1845. 

\aluable  for  anecdote  and  advice  as  to  methods  of  reading  ;  but  most  of  the 
books  recommended  iiave  now  been  superseded. 

Quincy,  J.  P.     The  Abuse  of  Reading.     (In  his  Protection  of  Majori- 
ties.     Boston,  1876.) 
Holds  up  to  contempt  those  who  "  read  themselves   into   partial  imbecility 
upon  all  sides  of  every  question.''     The  student  should  not  overlook  the  chapter 
in  the  same  volume  on  The  Function  of  Town  Libraries,  in  which  the  author 
protests  against  "  a  surfeit  of  too  much  poor  reading." 

Richardson,  Charles  F.     The  Choice  of  Books.     New  York,  1881. 

A  well-known  work  by  the  author  of  the  most  complete  history  of  American 
literature.  It  is  especially  ricii  in  illustration.  The  subjects  discussed  are 
very  attractive. 

Ruskin,  John.     Sesame  and  Lilies.     New  York,  1873. 

Embodies  the  famous  author's  views  on  reading ;  more  valuable,  perhaps,  as 
an  incentive  than  a  guide. 

Schonbach,  A.  E.     Ueber  Lesung  und  Bildung.       Graz,  1888. 

A  handsome  little  book  of  144  pages.  The  author  acknowledges  his  indebt- 
edness to  Ruskin,  Morley,  Harrison,  and  particularly  to  Emerson.  Appended 
are  a  list  of  102  volumes  of  world  literature,  and  a  longer  list  of  representative 
modern  fiction. 

Sonnenschein,  W.  S.     The  Best  Books,  a  Reader's  Guide.     London, 
1891. 

Sonnenschein,  W.  S.      A  Reader's  Guide  to  Contemporary  Literature. 
London,  1895. 

Each  of  the  two  foregoing  volumes  contains  references  to  about  50,000  books 
in  all  departments  of  science  and  literature,  with  dates  of  publication,  pub- 
lishers' names,  and  prices.     Of  great  value  in  the  choice  and  purchase  of  books. 

Thwing,  C.  F.  The  Reading  of  Books ;  Its  Pleasures.  Profits,  and 
Perils.  Boston,  1883. 
A  readable  little  volume,  in  which  the  general  subject  is  discussed  under  the 
following  heads  :  The  Advantage  of  Reading.  —  Biography.  —  History.  —  Travel. 
—  Fiction. —  Historical  Fiction.  —  Poetry.  —  Religious  Rooks.  —  Books  of  Lit- 
erature.^ Language,  Philosophy,  Science,  and  the  Fine  Arts. —  Books  for 
Children.  —  Forming  a  Library.  —  Classified  List  of  Books. 

Van  Dyke,  John  C.     Books  and  How  to  Use  Them.     New  York,  1883. 
A  racy  and  suggestive  book,  by  the  author  of  the  well-known  work.  How 


BOOKS   ON   THE   SUBJECT  OE  READIAU.  203 

to  Judge  a  Picture.     It  is  one  of  the  best  treatises  on  reading  and  tiie  use  of 
libraries  that  have  been  written  for  college  students. 

VernioUes,  J.,  Ahhe.     La  Lecture  et  le  Clioi\  des  Livres.     Paris,  1877. 
Letters  of  advice  to  a  young  man  who  has  tinislied  his  education.     They  are 
written  from  a  thoroughly  French  literary  standpoint.     The  author  is  an  eccle- 
siastic, and  his  work  is  quite  as  much  a  guide  to  conduct  as  to  literature. 

What  Shall  1  Read  .?     New  York,  1878. 

"  A  confidential  chat  on  books,"  by  a  mother,  whose  careful  advice  is 
addressed  to  immature  minds.  A  catalogue  of  books  recommended  is  given, 
as  also  a  course  of  reading  covering  the  fifteenth,  sixteenth,  seventeenth,  and 
eighteenth  centuries. 

Willmott,  R.  A.     Pleasures,  Objects,   and  Advantages  of  Literature. 
4th  edition.     London,  1855. 
The  product  of  a  mind  full  of  books,  and  well  fitted  to  attract  any  one  to 
the  delights  of  reading. 

Winchester,  C.  T.  Five  Short  Courses  of  Reading  in  English  Litera- 
ture. Boston,  1892. 
An  excellent  little  handbook  written  by  the  professor  of  English  literature 
in  Wesleyin  University.  The  courses,  which  are  all  short,  cover  the  period 
from  Marlowe  to  Newman.  After  each  course  are  blank  pages  for  additional 
references.  The  volume  is  an  inexpensive  one,  and  might  profitably  be  owned 
and  consulted  by  every  college  student  in  his  use  of  the  library. 


INDEX. 


Adams,  H.  B.,  119,  121,  127. 
Addison,  Joseph,  33. 
yEschylus,  18,  25,  40. 
Africa,  history  of,  158,  159. 

travels  and  description,  164,  165. 
Agriculture,  174. 
Allusions,  144. 
Almanacs,  53,  142. 
Alwato,  98. 
America,  history  of,  159-161. 

travels  and  description,  165,  166. 
American   Library  Association,    115, 

121,  132,  197. 
American  literature,  28,  55,  56. 
American  poets,  28. 
Amicis,  E.  de,  136. 
Amusements,  177,  178. 
Analogical  method  of  language  study, 

105. 
Anglo-Saxon  literature,  195. 
Annuals,  64. 
Anthropology,  173. 
Antiquities,  153,  154- 
Apocalypse,  23. 
Appcrceptionists,  82. 
Appleby,  F.,  90,  93. 
Architecture,  176. 
Aristotle,  87. 

Arnold,  Matthew,  28-30,  33,  44. 
Arnold,  Thomas,  50,  118. 
Arts,  137,  138,  174-178- 

decorative,  177. 

dictionaries  of,  56. 

fine,  138,  176-178. 


Arts  —  Continued. 

industrial,  137,  174,  175. 

mechanical,  175. 

military,  175. 

nautical,  175. 
Asia,  history  of,  158. 

travels  and  description,  164. 
Associationists,  82. 
Astor  Library,  61,  117. 
Astronomy,  171. 
Attention  and  memory,  85. 
Aubrey  manuscripts,  50. 
Augustine,  St.,  45. 
Aurelius  Antoninus,  Marcus,  43. 
Austrian  history,  155. 
Authors,  reading  by,  44. 
Azarias,  Brotltcr,  80. 

Bacon,  Francis,  Lord,  6,   15,  33,  45, 

125,  131,  137- 
Bacon,  J.  IL,  90,  93- 
Bacon,  Roger,  89. 
Bad  books,  30-33. 
Bancroft,  George,  19. 
Beaumont,  Francis,  27. 
Beniowski,  Major,  89. 
Berlitz  School,  104. 
Bible,  22-24,  25,  145,  14<'- 
Bibliographies,  49,  61. 
liibliography,  142. 
Billings  Library,  126. 
Biography,  16,  34,  43.  '34.  148-153- 

collective,  148-150. 

dictionaries  of,  57,  58. 

individual,  150-153. 


205 


2o6 


INDEX. 


Biology,  172. 
Blaikie,  William,  15. 
Bleibtreu,  Karl,  16. 
Boilcau,  Nicolas,  80. 
Books.     (See  also  Reading.) 

as  tools,  42. 

bad,  30-33. 

choice  of,  140. 

classified  list  of,  132,  142-196. 

new  and  old,  12. 

of  reference,  42,  48-62,  132,   133, 
142-144. 

on  memory,  93. 

on  reading,  197-203. 

Bossuet,  J.  B.,  80. 

Boston  Public  Library,  197. 

Boswell,  James,  12,  34. 

Botany,  172. 

British  classic  poets,  27.. 

British  Museum  Library,  22. 

British  Philological  Society,  55. 

Brooks,  C.  T.,  27. 

Brown,  John,  79. 

Brown  University,  67,  103,  123. 

Browne,  Sir  Thomas,  45. 

Browning,  Robert,  26,  28. 

Brux,  Adam,  80. 

Bryant,  W.  C,  27,  28. 

Buckley,  A.  B.,  137,  141. 

Buffalo  Public  Library,  117,  121. 

Bulwer,  E.  G.  E.   L.,  Lord  Lytton, 
44. 

Bunyan,  John,  139. 

Burns,  Robert,  28. 

Business  men,  14. 

and  culture,  29. 

Byron,  G.  N.  G.,  Lord,  28,  34. 

Cable,  G.  W.,  30. 
Caesar,  Caius  Julius,  79. 
Cambridge  University,  117,  118. 
Camp  meeting,  119. 
Canadian  history,  159, 


Cards  for  note-taking,  92. 

Carlyle,  Thomas,  19,  34,  35,  39,  44, 

62,  loi. 
Catalogues,  49,  60,  61. 
Cathedrals,  76,  77. 
Catiline,  43. 

Cautions  about  fiction-reading,  30, 3 1 . 
Ciianibcrlin,  J.  E.,  quoted,  14  note. 
Chapman,  George,  27. 
Character  building,  15,  45. 
Charlatan  memory  teachers,  90. 
Charles  V.,  109. 
Chatterton,  Tiiomas,  38. 
Chaucer,  Geoffrey,  26,  27. 
Chautauqua,  119,  121,  125. 
Chemistry,  170. 
Childhood  and  language-learning,  94, 

95- 
Christianity,  146. 
Chronology,  57,  153. 
Church  history,  147. 
Cities,  history  of,  43,  44. 
Civilization,  history  of,  154. 
Clap,  Thomas,  113  note. 
Clarke,  J.  F,  133. 
Classic  poets,  British,  27. 
Classical  dictionaries,  58. 
Classics  to  be  read  first,  27. 
Classified  list  of  books,  142-196. 
Clough,  A.  H.,  28. 
Coffin,  C.  C,  117. 
Coleridge,  S.  T.,  28. 
Columbia  University,  123. 
Columbus,  Christopher,  63,  77. 
Commencement  orations,  76. 
Commerce,  168. 
Concordances,  60. 
Condensed  cyclopedias,  52. 
Conditions  of  memory,  83. 
Confusion  and  memory,  84. 
Conversation,  reading  for,  14. 


INDEX. 


207 


Conversations- Lexikon,  14. 

Cooke,  G.  F.,  80. 

Cooper,  J.  F.,  30. 

Cornell  University,  123,  126. 

Corson,  Hiram,  20. 

Countries,  description  of,  162-166. 

history  of,  155-161, 
Courses  of  reading,  128-141. 
Coverdale,  Miles,  23. 
Cowper,  William,  28,  34. 
Cranch,  C.  P.,  27. 
Crawford,  F.  M.,  30,  99. 
Crerar  Library,  126. 
Crime,  166. 

Criminal  concealed  in  a  library,  1 14. 
Crunden,  F.  M.,  1 17. 
Culture,  13,  29,  40. 
Cumulalive  method  of  language  study, 

104,  105. 
Cutter,  C.  A.,  115,  132. 
Cyclopedias,  51-53.  I43- 

Daguesseau,  H.  F.,  80. 
Daily  papers,  63,  69-77. 
Dangers,  30-33. 

in  excessive  specialization,  125. 

in  the  new  education,  125. 

Danish,  97. 

Dante  Alighieri,  26,  27,  40,  45. 

Daudet,  Alphonse,  31. 

Dead  languages,  study  of,  102. 

Decimal  classification,  115. 

Decorative  art,  177. 

De  Quincey,  Thomas,  15,  17,  24,  33. 

Desultory  reading,  39. 

Dewey,  Mclvil,  115,  127. 

Diaries,  35. 

Dickens,  Charles,  16,  30. 

Dictionaries,  53-59- 

biographical,  57,  58. 

classical,  58. 

English,  54. 


Dictionaries  —  Continued. 

French,  55. 

German,  55. 

of  fine  arts,  56. 

of  geography,  58. 

of  history,  57. 

of  industrial  arts,  56. 

of  language,  54,  55. 

of  literature,  55. 

of  quotations,  59. 

of  social  science,  57. 

of  synonymous  words,  59< 

of  theology,  59. 

Diligence,  39. 
D'Israeli,  Isaac,  21. 
"  Dogberry,"  quoted,  6. 
Dollinger,  Ignaz  von,  19. 
Dowden,  Edward,  17. 
Drake,  S.  A.,  1 17. 
Drama,  English,  183,  184. 
Dreyspring,  Adolph,  105. 
Drugs  and  memory,  83. 
Dryden,  John,  23,  28. 
Duruy,  Victor,  43. 
Dutch  history,  157. 
Dutch  language,  97. 

Ear  memory,  88. 
Ecclesiastical  history,  147. 
Eckermann,  J.  P.,  34. 
Educated  man,  mark  of  an,  9. 
Education,  9,  10,  166,  167. 
Educational  place,  of  languages,  96. 

of  libraries,  111-127. 
Eggleston,  Edward,  30. 
Electricity,  174. 
Eliot,  George,  30. 
Elocution,  139,  179. 
Emerson, R.  W. ,  1 5, 28, 33, 34, 45, 86. 
Engineering,  174,  175. 
England,  travels  and  description,  162, 

163. 
English  Hibk-,  145,  146, 


208 


INDEX. 


English  classic  poets,  27. 

English  dictionaries,  54. 

English  drama,  183,  184. 

English  fiction,  184-189. 

English  history,  155,  156. 

English  language,  17S. 

English  literature,  180-192. 

dictionaries  of,  55. 
professor  of,  96,  97  note. 

English  poetry,  180-183. 

Engraving,  177. 

Epitomes,  49,  50. 

Erasmus,  Desiderius,  87. 

Essays,  33,  190,  191. 

Ethics,  145. 

Europe,  history  of,  155-158. 

Evans,  W.  L.,  90,  93. 

Examination,  study  for,  84,  85. 

Expansive  classification,  132. 

Eye  memory,  88. 

Eyes,  care  of,  20. 

False  education,  10. 

Faraday,  Michael,  134. 

Fatigue  and  memory,  84, 

Fauvel  Gouraud,  Francis,  89. 

Feinaigle,  Grcgor  von,  89. 

Fellows,  G.  S.,  88. 

Fiction,   16,  30,  140. 

cautions  about  reading,  30,  31. 
English,  184-189. 
historical,  44. 

Fielding,  Henry,  31. 

Fields,  J.  T.,  61. 

Fine  arts,  138,  176-178. 

dictionaries  of,  56. 
Fiske,  John,  34,  46. 
Fiske,  Mrs.  J.  M.,  126. 
Flammarion,    Camille,    quoted,     14 

note,  70,  71. 
Fletcher,  John,  27. 
Folk-lore,  147,  148. 


Foreign  classics,  26,  27. 

Foreign  languages,  1 78,  179. 

Foreign  literature,  196. 

Fortnightlies,  67. 

Foster,  F.  II.,  127. 

France,  travels  and  description,  163. 

Franklin,  Benjamin,  44,  117. 

French  cyclopedias,  53. 

French  dictionaries,  55. 

French  history,  156. 

French  literature,  25,  26,  194. 

French  selection  of  world-literature, 

25- 
Fries,  Laurenz,  83,  84. 

Geography,  136,  162. 

dictionaries  of,  58. 
historical,  58. 
physical,  171,  172. 

Geology,  171. 

George  III.,  48. 

German  cyclopedias,  52. 

German  dictionaries,  55. 

German  history,  156. 

German  literature,  195. 

German  selection  of  world-literature, 
26  note. 

Germanic  languages,  97,  109. 
Germany,    travels    and    description, 

163. 
Gladstone,  W.  E.,  19. 
Goethe,  J.  W.  von,  26,  27,  34. 
Goldsmith,  Oliver,  28. 
Goodyear,  W.  II.,  138. 
Goschen,  G.  J.,  29,  30. 
Gracchi,  43. 

Grammar,  unimportance  of,  108. 
Granville,  G.  L.  G.,  Lord,  79. 
Granville,  Mortimer,  88. 
Greece,  travels  and  description,  163. 
Greek  history,  156. 
Greek  language,  loi. 


INDEX. 


209 


Greek  literature,  192. 

Green,  J.  R.,  124. 

Green,  S.  S.,  116,  1 17,  127. 

Grey,  Richard,  89. 

(jrimm,  Jakob,  99. 

Groups  of  languages,  96,  97,  108. 

Hacklander,  Y.  \V.,  16. 

Haggard,  11.  R.,  39. 

Hale,  E.  E.,  117. 

Hall,  E.  W.,  127. 

Hall,  G.  S.,  94  note,  \i-j. 

Hamerton,  P.  G.,  80,  138. 

Harper,  \V.  R.,  120. 

Harvard  note-book,  92. 

Harvard  University,  123. 

Hawthorne,  Nathaniel,  30,  75,  117. 

Health,  and  memory,  83. 

and  reading,  19. 
Heine,  Heinrich,  26. 
Heness,  Gottlieb,  103. 
Herbert,  George,  39. 
Historical  fiction,  44. 
Historical  geography,  58. 
History,  35,  135,  153-161. 
church,  147. 
dictionaries  of,  57. 
of  Africa,  158,  159. 
of  America,  159-161. 
of  Asia,  158. 
of  cities,  43. 
of  Europe,  155-158. 
of  islands,  161. 
of  periods,  155. 
Holbrook,  M.  L.,  80,  93. 
Holland,  history  of,  157. 

travels  and  description,  163. 
Holland,  .S/>  Henry,  84. 
Holmes,  O.  \V.,  28,  34,  35,  115. 
Homer,  26,  27,  40. 
"Hopo'  My  Thumb,"  78,  88. 
Horace,  25. 
Hough,  K.  1'...  46. 

K<K>r.    MAST.    OP    IIKK.  —  14 


Hour-hand  memory,  91. 

Hovey,  Alvah,  ■},%. 

Howells,  W.  D.,  30,  37,  38,  117. 

Hudson,  H.  N.,  31. 

Hugo,  Victor,  25,  26. 

Humor,  35. 

Humor  and  satire,  189. 

Huxley,  T.  IT.,  137,  139. 

Hymns,  146. 

Ibsen,  Henrik,  32. 
Icelandic,  97. 
Index  rerums,  92. 
Indexes,  62,  143. 
Industrial  arts,  137,  174,  175. 

dictionaries  of,  56. 
Industry,  167,  168. 
Information,  reading  for,  14,  41. 
Interest  and  memory,  86. 
Irish  history,  157. 
Irving,  Washington,  34,  140,  141. 
Islands,  history  of,  161. 
Italian  language,  97. 
Italian  literaturr,  193. 
Italy,  history  of,  157. 

travels  and  description,  163. 

Jesus  Christ,  23,  146. 

Johns  Hopkins  University,  119. 

Johnson,  Samuel,  12,  13,  iS,  33,  34, 

75.  134- 
Jonson,  Ben,  27.  ' 
Jordan,  memorial  of  crossing  the,  SS. 
Journalism,  70-77. 
party  spirit  in,  73. 

Kay,  David,  93. 
Keats,  John,  28. 
Keller,  J.  W.,  71. 
Kent,  C,  140. 
Kingsley,  riiailcs,  118. 
Kothe,  Hermann,  89. 


2IO 


INDEX. 


Labor,  167,  168. 
Lacombc,  Paul,  135. 
Lamb,  Charles,  30,  33. 
Lamp,  student,  20. 
Language,  138,  17S,  179. 

dictionaries  of,  54,  55. 

groujis,  96,  97,  108. 

Italian,  97. 

Latin,  98,  loi,  103,  108. 

schools  of,  104. 

universal,  98. 

Language  stud)-,  94-110. 
analogical  method  of,  105. 
by  groups,  108. 
cumulative  method  of,  104. 
grammar  and,  108. 
heroic  method  of,  107. 
in  childhood,  94. 
Mastery  system  of,  105. 
Meisterschaft  system  of,  100,  105. 
methods  of,  103-I07. 
mnenionical  aids  to,  102. 
moral  effect  of,  109. 
natural  method  of,  103. 
phonograph  in,  106. 
Rosenthal  system  of,  105. 
use  of  translations  in,  106. 

Languages,  and  other  studies,  96. 

correct  method  of  acquiring,  95. 

dead,  102. 

Germanic,  97. 

how  to  study,  102-109. 

knowledge  of,  required  by  student, 
99-101. 

modern,  103. 

northern,  96  note. 

philology  of,  100. 

reading  knowledge  of,  99,  loi. 

retention  of,  loi,  102. 

Romance,  97. 

.Scandinavian,  96  nole. 
Lanier,  Sidney,  28. 
Larned,  J.  N.,  117. 
Latin  language,  98,  loi,  103,  108. 
Latin  literature,  193. 
Law,  169. 
Laws  of  memory,  86. 


Leighton,  Roliert,  43. 
Lenox  Library,  114,  126. 
Lessing,  G.  E.,  26. 
Letters,  34,  192. 
Lever,  Charles,  16. 
Liljrarianship,  126. 
Libraries,  endowment  of,  126. 
Library,  and  schools,  116. 

and  university  extension,  121. 
books  of  reference  on  the,  127. 
history  of  the,  11 2-1 17. 
its  place  in  education,  1 11-127. 
modern  movement,  1 15,  116. 


science. 


143- 


Lincoln,  Abraham,  36. 
Literature,  139,  140,  179-196. 

American,  28,  55,  56. 

Anglo-Saxon,  195. 

dictionaries  of,  55. 

English,   180-192, 

French,  25,  26,  194. 

general  works,  179,  180. 

German,  195. 

Greek,  192. 

Italian,  193. 

Latin,  193. 

of  power,  24. 

Portuguese,  194. 

Russian,  97  nolc,  196. 

Scandinavian,  196. 

Spanish,  194,  195. 

world,  25,  26  note. 
Loisette,  Alphonse,  90, 
Longfellow,  H.  \V.,  27,  28,  34,  134. 
Lowell,  J.  R.,  15,  23,  28,  33,  35,  46. 
Luther,  Martin,  23. 
Lyceum  lectures,  119,  121. 

Macaulay,  T.   B.,   Lord,  15,  33,   y. , 
41,  62,  79-81,  135,  139. 

Magazines,  65-67. 
Magliabechi,  Antonio,  80. 
Map  of  human  knowledge,  131. 
Marlowe,  Christopher,  27. 
Marsh,  G.  P,,  19,  46,  97. 


INDEX. 


I  I 


Masson,  David,  42,  50. 

Mastery   system    of    language   study, 
105. 

Mathematics,  170. 

Mathews,  Wm.,  15,85,  109,  127,  138. 

Maurice,  J.  Y.  D.,  118. 

McCosh,  James,  19,  46. 

Mechanical  arts,  175. 

Medical  science,  173,  174. 

Meisterschaft     system     of     language 

study,  100,  105. 
Memory,  and  attention,  85. 

and  confusion,  84. 

and  drugs,  S3. 

and  fatigue,  84. 

and  health,  83. 

and  interest,  86. 

and  language  study,  102. 

and  note-taking,  78-93. 

books  on,  93. 

conditions  of,  83. 

definition  of,  79. 

education  of,  81-91. 

eye  and  ear,  88. 

laws  of,  86. 

organs  of,  87. 

philosophy  of,  82. 

powerful,  78,  79. 

self-training  in,  90. 

systems  of  training  the,  88— 90. 

teachers,  89,  90. 

teaching,  systems  of,  88. 

tributes  to,  81. 

Mental  philosophy,  144. 
Mental  review,  38. 
Mental  vision,  training  of,  11. 
Meridians  of  newspaper  world,  73. 
Mexican  history,  159. 
Michigan  University,  123. 
Middleton,  A.  E.,  78  uole,  80,  93. 
Miles,  Pliny,  89. 
Military  arts,   175. 

Milton,   John,    21,    23,    25,    26,    28, 

40-42,  50,  107,  130. 
Minute-hand  mi-inory,  91. 


Modern  languages,  study  of,  103. 

Moliere,  J.  B.  P.,  25,  26. 

Money,  168. 

Montaigne,  M.  E.  de,  33. 

Monthly  magazines,  65. 

Moral  philosophy,  145. 

Morris,  William,  28,  140. 

Motley,  J.  L.,  141. 

"  Museum"  library,  114. 

Music,  177. 

Mythology,  147,  148. 

Napoleon  I.,  74. 

National  institutions,  169. 

National  spirit,  26. 

Natural  history,  171. 

Natural   method  of    language  study, 
103. 

Natural  science,  169-174. 

Nautical  arts,  175. 

Neander,  J.  A.  W.,  17. 

Netherlands,  history  of,  157. 

New  and  old  books,  12. 

Newberry  Library,  126. 

Newspaper,  origin  of,  63. 

the  epic  of  modern  life,  76. 

Newspapers,  69-77. 

classes  of,  73. 

daily,  70. 

faults  of,  70. 

party  spirit  in,  73. 

the  mirror  of  the  world,  76. 

Newton,  Isaac,  86. 

Nicbuhr,  15.  G.,  80. 

North  America,  travels  and  dcscrip- 
lion,  165. 

Northern  languages,  96  note. 
Norton,  C.  E.,  27. 
Norway,  travels  and  dcscripiimi,  163. 
Note-taking,  92. 

Novels,  16,  30,  31,  140,  184-1S9. 
historical,  44. 


12 


INDEX. 


"  One  book,"  130. 
Oratory,  1S9,  190. 
Organ,  callieilral,  112. 
Organs  of  memory,  87. 
Oxford  University,  117,  118. 

Painting,  176,  177. 

Paper,  perishahility  of,  69  note. 

Parallel  New  Testaments,  107. 

Paris,  Aime,  89. 

Parkman,  Francis,  21,  141. 

Party  spirit  in  journalism,  73. 

Pastime,  reading  for,  20,  37. 

Pepys,  Samuel,  35. 

Periodicals,  63-77,  143. 

of  science,  170. 

Periods  of  history,  155. 

Perishability  of  modern  paper, 69  nott-. 

Perkins,  F.  B.,  127. 

Personal  preferences,  32. 

Personal  reading  habits,  46. 

Personal  religion,  146. 

Peruvian  history,  159. 

Petrarch  (Francesco  Petrarca),  25. 

Phillips,  L.  B.,  42. 

Philology,  study  of,  100. 

Philosophy,  133,  144,  145. 

Phonograph    in    language    teaching, 
106. 

Photography,  177. 

Physical  geography,  171,  172. 

Physics,  170. 

Pick,  Edward,  79,  87,  90,  93,  105. 

Plato,  45,  108. 

Poe,  E.  A.,  28. 

Poetry,  10,  29. 

English,  180-183. 

Political  economy,  167. 

Political  science,  168,  169. 

Pompey,  43. 

Pope,  Alexander,  27,  28,  62. 


Portuguese  language,  97. 
Portuguese  literature,  194. 
Poverty,  166. 

Prendergast,  Thomas,  105. 
Prescott,  W.  H.,  21,  141. 
Proctor,  R.  A.,  86. 
Production,  167,  168. 
reading  for,  15,  45. 
Providence  Public  Library,  116,  1 17, 

127. 
Psychology,  144. 

Quarterlies,  65. 

Quotations,  59,  144. 

Rabelais,  F'ran9ois,  35. 
Ranke,  L.  von,  19,  123. 
Rapid  reading,  46. 
Reading,  an  art,  6. 

and  health,  19. 

books  on  the  subject  of,  197-203. 

by  authors,  44. 

by  subjects,  43,  I  16,   124. 

choice  of,  22,  140,  141. 

clubs,  122. 

courses,  128-141. 

desultory,  39. 

diligence  in,  39. 

for  character,  45. 

for  conversation,  14. 

for  general  culture,  13. 

for  information,  14,  41. 

ff)r  inspiration,  15. 

for  pastime,  37. 

for  production,  15,  45. 

how  much  to  read,  17-21. 

how  to  read,  37-47. 

importance  of,  1 1. 

individual  tastes  v\.  T30. 

limits  to,  iS,  19. 

method  of,  37. 

of  fiction,  30-32. 

rapid,  46. 

superstitions  of,  11,  12. 

topical,  43,  116,  124. 

variety  in,  129-131. 

what  not  to  read,  30-33. 

what  to  read,  22-36. 


INDEX. 


Reading —  Continued. 

why  to  read,  9-16. 

with  atlas  and  dictionary,  39. 
Recollection,  78. 

Reference    books,    42,    48-62,     132, 

142-144. 
Religion,  133,  134,  145-14S. 

dictionaries  of,  59. 
personal,  146. 

Reventlow,  C.  O.,  89. 

Review,  mental,  38. 

Reviews,  65. 

"Revue  Bleue,"  25. 

Rhetoric,  139,  179. 

Robertson,  F.  W.,  iiS. 

Robinson,  O.  H.,  127. 

Roehrig,  F.  L.  O.,  105. 

Rollins,  Mrs.  A.  \V.  63. 

Roman  history,  157. 

Romance  languages,  97. 

Rosenthal  system  of  practical  linguis- 

iry,  105. 
Ruskin,  John,  45,  62,  138. 
Russia,  history  of,  157. 

travels  and  description,  163. 
Russian  literature,  97  note,  196. 

St.  Louis  Public  Lilirary,  117,  121. 
Salmasius,  Claudius,  42. 
Salter,  W.  M.,  133. 
Salvation  army,  119. 
Sambrook,  John,  90. 
Sauvcur  School,  104. 
.Savages  and  a  watch,   1 1  i. 
Scandinavian  history,   157. 
.Scandinavian  languages,  97  and  notr. 
Scandinavian  literature,  196. 
Schiller,  J.  ('.  V.  von,  25,  26. 
Schonbach,  A.  V..,  26  //«/<•. 
Schopenhauer,  Arthur,  9. 
Schwegler,  A.,  133. 
Science,  137,  160-174. 


Scipio,  79. 

Scotland,  travels  and  description,  164. 

Scott,  Sir  Walter,  28,  30,  34,  140. 

Sculpture,  47,  176. 

Semiannual,  64. 

Seminary  method,  122-124,  127. 

Sermons,  147. 

Seth,  James,  133. 

Shakspere,  William,    23,  24,  25,  26, 
27.  3I'  63,  76,  77,  86,  108. 

Shelley,  P.  B.,  17,  26,  28. 

Sicilian  history,  158. 

Simonides,  89. 

Small,  A.  W.,  137. 

Smiles,  Samuel,  13S,  141. 

Smollett,  T.  G.,  31. 

Social  science,  136,  166-169. 
dictionaries  of,  57. 

Society  for  home  study,  121. 

Socrates,  9. 

Sophocles,  25,  40. 

South  America,   travels  and  descrip- 
tion, 165,  166. 

Southey,  Robert,  107. 

Spain,  travels  and  description,  164. 

Spanish  history,  158. 

•Spanish  language,  96  note,  97. 

Spanish  literature,  194,  195. 

Speech,   writing,  and   print,   relative 
value  of,  12, 

Speed,  J.  C,  73  note. 

Spelin,  98. 

Spenser,  Kdmunil,  27. 

Spinoza,  Barucli  de,  9. 

Stedman,  E.  C,  30. 

Steele,  Richard,  ^y 

Stern  School,  104. 

Sterne,  Laurence,  31. 

Stevenson,  K.  I..,  140. 

Stoddard,  R.  II.,  fiuoti-d,  139,  140. 

•Stuart,  I'rof.  Janus,   I  iS, 


;i4 


INDEX. 


Student  ntid  tlu-  library,  5. 

Student  lamp,  20. 

Subject  reading,  43. 

Summary  of  chapters,  7. 

Summer  schools,  122. 

Sunday  papers,  68. 

Superstition,  10-12. 

Swift,  Jonathan,  34. 

Swinburne,  t\.  C. ,  28,  99. 

Switzerland,  travels  and  description, 

164. 
Synonyms,  dictionaries  of,  59. 
Syracuse  University,  123. 

Tasso,  Torquato,  83  note. 
Taxation,  168. 
Taylor,  Bayard,  27,  34,  136. 
Teachers  of  memory,  89,  90. 
Tennyson,  Alfred,  25,  26,  28,  44. 
Thackeray,  W.  M.,  30,  35. 
Themistocles,  79,  80. 
Theology,  145-148. 

dictionaries  of,  59. 
Thoreau,  H.  D.,  15,  28,  35. 
Tilden  Library,  126. 
Topical  reading,  43,  116,  124. 
Townshend,  N.  H.,  81,  82. 
Translations,  27,  97  note,  106. 
Travels  and  description,  34,  136,  162- 
166. 

Africa,  164,  165. 

Asia,  164. 

Europe,  162-164. 

North  America,  165. 

Oceans,  166. 

South  America,  165,  166. 

Trevelyan,  G.  O.,  34. 

Turkey,  travels  and  description,  164. 

Twain,  Mark,  129,  130. 

Tyndale,  William,  23. 

United  States  history,  159-161. 


Universal  history,  154. 
Universal  language,  98. 
University  extension,  1 17-123. 

in  America,  1 19. 

in  England,  1 18. 
University  of  the  State  of  New  York, 

127. 
University  of  \'ermont,  126. 

Van  Dyke,  J.  C,  138. 

\'crgil,  27,  40. 

\'erne,  Jules,  137,  140. 

\'incent,  G.  E.,  137. 

Volapuk,  98. 

Voltaire,  F.  M.  A.  de,  35. 

"  Wade,  Richard,"  5. 
Watch  found  by  savages,  iii. 
Webster,  Daniel,  48,  134. 
Webster,  Noah,  54. 
Weed,  Thurlow,  82. 
Weekly  papers,  67-69. 
Whipple,  E.  P.,  15,  33. 
White,  A.  D.,  134. 
White,  K.  G.,  108. 
Whitman,  Walt,  28. 
Whitney,  W.  D.,  I38. 
Whittier,  J.  G.,  28. 
Winsor,  Justin,  127. 
Winthrop,  Theodore,  5. 
Woman,  167. 

Wordsworth,  William,  15,  26. 
Workingmen's  College,  1 18. 
World-English,  98,  99. 
World-literature,  25,  26  note. 
Wyclif,  John,  23. 

Yale  College,  113  note. 
Yearbooks,  53. 

Zola,  fimile,  16,  32,  74. 
Zoology,  172,  173. 


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good  in  the  older  methods. 


Copies  of  Baskervill  and  Seivell's  Ent^lish  Grammar  ivill  be  sent  prepaid 
to  any  address,  on  receipt  of  the  price,  i>y  the  Publishers: 

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General     History 


Appletons'   School    History  of   the   World 

Ly  John  D.  QuACKE.NBos,  A.M.    Cloth,  i2mo.     492  pages,      $1.22 

A  comprehensive  history  of  the  world  from  the  earliest  ages  to  ihe 
present  time,  written  in  a  clear,  concise  and  interesting  style,  and  copi- 
ously illustratetl  with  numerous  maps  and  engravings. 

Barnes's    Brief   General    History  of  the   World 

By  J.  Di.tR.MA.N  SxEiiLE  and  Estiikr  B.  Steelk. 

Cloth,  i2mo.     642  pages,      .         .         .         .         .         .         $1.60 

A  complete  history  of  ancient,  meiliieval  and  modern  peoples,  as 
interesting  to  the  general  reader  as  it  is  valuable  as  a  text-book.  W  hether 
considered  for  its  choice  of  material,  its  teaching  (luality,  its  charm  of 
style  or  its  richness  of  illustration,  this  book  stands  preeminent  as  a 
manual  for  the  class  room  or  for  the  general  reader.  It  is  one  of  the  best 
known  and  most  widely  used  te.xt-books  on  the  subject. 

Fisher's   Brief   History  of  the    Nations 

By  George  Park  Fisher,  LL.D. 

Cloth,  l2mo.     613  pages,  with  Illustrations,  etc.,  .  $1.50 

This  is  an  entirely  new  work,  specially  prepared  to  meet  the  needs  of 
High  School  students  and  general  readers.  It  presents  in  compact  form 
a  graphic  and  impressive  delineation  of  the  world's  progress  in  civiliza- 
tion from  the  earliest  historical  period  down  to  the  present  time.  It  is 
by  far  the  most  attractive,  impartial,  and  trustworthy  text-book  on  the 
-subject  ever  written. 

Swinton's  Outlines  of  the  World's   History 

By  Wm.  SwiNTON.   Revised  Edition.  Cloth,  i2mo.   510  pages,    $1.44 

This  is  a  work  on  ancient,  medixval  and  modern  history,  with  special 
reference  to  the  history  of  civilization  and  the  progress  of  mankind.  It 
is  inspiring  to  the  student  and  its  use  will  stimulate  him  to  wider  reading 
and  research. 

Thalheimer's  General    History 

By  M.  E.  Thalheimer. 

Revised  Edition.    Cloth,  i2mo.    448  pages,      .         .         .     $1.20 

These  outlines  of  General  History  aim  to  combine  brevity  with  a  clear 
and  simple  narrative.  The  large  number  of  sketch  and  colored  maps 
and  apposite  illustrations  constitute  an  important  feature  of  the  book, 
greatly  adding  to  its  value  as  a  text-book, or  for  reference. 


Copies  of  any  of  these  books  will  he  sent,  prepaid,  to  any  address  on  receipt 
of  the  price  hy  the  I'lthlislicrs  : 

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Ancient,  Mediaeval  and  iModern  History 

Barnes's  Brief  History  of  Ancient  Peoples 
Cloth,  i2mo.  330  pages.  With  maps  and  illustrations  .  $1.00 
Being  the  same  as  the  first  half  of  Barnes's  General  History  uf  the 
World.  In  this  work  the  political  history  is  condensed  to  the  salient  and 
essential  facts,  in  order  to  give  room  lor  a  clear  outline  of  the  literature, 
religion,  architecture,  character  and  habits  of  each  nation.  Though  de- 
signed primarily  for  a  text-book,  it  is  well  adapted  for  the  general  reader. 

Barnes's   Brief   History  of   Modern    Peoples 
Cloth,  i2mo.     314  pages.     With  maps  and  illustrations        .         $1.00 
Being   the   same   as   the   last    half   of    Barnes's    General   History  of 

the  World,  and  comprising  the  period  from  the  fall  of  Rome  to   the 

present  time. 

Thalheimer's   Manual   of  Ancient   History 

Cloth,  Svo.     376  pages.     With  maps  and  illustrations  .         $1.60 

A  manual  of  ancient  history  from  the  earliest  times  to  the  fall  of  the 
Western  Pilmpire,  with  a  full  inde.x  in  which  pronunciations  are  indicated. 
The  book  is  also  issued  in  three  parts,  each  part  sufficiently  full  and 
comprehensive  for  the  academic  and  university  course  : — 

Part  I.,  Eastern  Empires,  80  cts.       Part  II.,  History  of  Greece,  80  cts. 
Part  III.,   History  of  Home,  80  cts. 

Thalheimer's   Mediaeval   and    Modern   History 

Cloth,  Svo.     480  pages.     12  double-page  maps    .         .         .         $1.60 

A  sketch  of  fourteen  centuries,  conveying  by  a  simple  narration  of 
events,  an  impression  of  the  contmuity  of  the  civil  history  of  Europe. 

Barnes's   Brief    History  of   Rome 

Cloth,  i2mo.     316  pages.     Illustrated  .         .         .         .         $1.00 

With  select  readings  from  standard  authors,  on  the  plan  of  Brief 
History  of  Greece.  It  gives  a  very  good  idea  of  the  history  of  that 
great  empire,  together  with  a  graphic  description  of  Roman  customs, 
arts,  literature,  etc. 

Barnes's   Brief   History  of  Greece 

Cloth,  i2mo.     201  pages.     Illustrated  .         .         .         .75  cents 

This  consists  of  two  parts  :  first,  the  chapters  on  the  political  history 
and  the  civilization  of  (Jrecce  in  Barnes's  Brief  History  of  Ancient  I'coples, 
including  numerous  illustrations  and  ten  colored  maps;  and  second,  a 
number  of  appropriate  selections  from  the  works  of  famous  historians. 


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receipt  of  the  price,  by  the  J'ltbiishers: 

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Eclectic   School    Readings 

A  carefully  graded  collection  of  fresh,  interesting,  and  instructive 
supplementary  readings  for  young  children.  The  looks  arc  well  and 
copiously  illustrated  by  the  best  artists,  and  are  handsomely  bound  in  cloth. 

Folk-Story   Series 

Lane's  Stories  for  Children 

1-irst  Reader  Grade.      i2mo,  104  pages    .         .         .25  cents 
Baldwin's  Fairy  Stories  and   Fables 

Second  Reader  Grade      i2mo,  176  pages  .  .     35  cents 

Baldwin's  Old  Greek  Stories 

Third  Reader  (irade.      i2mo,  208  pages  .         .         .45  cents 

Famous   Story   Series 

Baldwin's  Fifty  Famous  Stories   Retold 

Second  Reader  Grade,      isnio,  172  pages  .  .     35  cents 

Baldwin's  Old  Stories  of  the  East 

Third  Reader  Grade.      i2mo,  215  pages  .  .  .45  cents 

Defoe's  Robinson  Crusoe 

Fourth  Reader  Grade.     i2mo,  246  pages  .  50  cents 

Clarke's  Arabian   Nights 

Fourtii  Reader  Grade.      i2mo,  pages 

Historical   Story   Series 

Eggleston's  Stories  of  Great  Americans 

Second  Reader  Grade.      i2m(),  159  pages  40  cents 

Eggleston's   Stories  of  American   Life  and  Adventure 

Third  Reader  Grade.     i2mo.  214  pages  .         .         .50  cents 
Guerber's  Story  of  the  Greeks 

Fourth  Reader  Grade.      i2mo,  288  pages  .         .     60  cents 

Guerber's  Story  of  the   Romans 

Fourth  Reader  Grade.      i2mo,  288  pages  .         .     60  cents 

Guerber's  Story  of  the  Chosen   People 

Fourth  Reader  Grade.     i2mo,  240  pages  .         .     60  cents 

Clarke's  Story  of  Troy 

Fourth  Reader  Grade.      i2mo, pages 

Natural    History   Series 

Kelly's  Short  Stories  of  Our  Shy  Neighbors 

Third  Reader  (irade.      i2mo,  214  pages  .  .  .50  cents 

Dana's  Plants  and  Their  Children 

Fourth  Reader  Grade.      i2nio,  272  pages  .         .     65  cents 


Copies  of  any  of  these  books  will  be  sent  prepaid  to  any  address,  on  receipt 
of  the  price,  by  the  Publishers: 

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